214494 HNs Health and Social Care Specification

BTECEdexcel Level 4BTEC Higher Nationals inHealth and Social Care

October 2004

Guidance and units

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London Qualifications is one of the leading examining and awarding bodies in the UK andthroughout the world. It incorporates all the qualifications previously awarded under theEdexcel and BTEC brand. We provide a wide range of qualifications including general(academic), vocational, occupational and specific programmes for employers.

Through a network of UK and overseas offices, our centres receive the support they need tohelp them deliver their education and training programmes to learners.

For further information please call Customer Services on 0870 240 9800, or visit our website atwww.edexcel.org.uk

References to third-party material made in this specification are made in good faith. LondonQualifications does not endorse, approve or accept responsibility for the content of materials,which may be subject to change, or any opinions expressed therein. (Material may includetextbooks, journals, magazines and other publications and websites.)

Authorised by Jim DobsonPrepared by Phil Myers

Publications Code E014437

All the material in this publication is copyright© London Qualifications Limited 2004

EDEXCEL LEVEL 4 BTEC HIGHER NATIONALSIN HEALTH AND SOCIAL CARE

BTEC Higher National Certificate in Health and Social Care

BTEC Higher National Diploma in Health and Social Care

BTEC Higher National Certificate in Health and Social Care(Management)

BTEC Higher National Diploma in Health and Social Care(Management)

BTEC Higher National Certificate in Health and Social Care(Health)

BTEC Higher National Diploma in Health and Social Care(Health)

BTEC Higher National Certificate in Health and Social Care(Applied Social Studies)

BTEC Higher National Diploma in Health and Social Care(Applied Social Studies)

BTEC Higher National Certificate in Health and Social Care(Care Practice)

BTEC Higher National Diploma in Health and Social Care(Care Practice)

Contents

Qualification titles covered by this specification 1

Edexcel qualifications in the National QualificationsFramework 2

Introduction 3

Structure of the qualification 3BTEC Higher National Certificate 3

BTEC Higher National Diploma 3

Key features 14Professional body recognition 15

National Occupational Standards 15

Qualification Requirement 15

Higher-level skills 16

BTEC Higher National Certificate 16

BTEC Higher National Diploma 16

Endorsed titles 17

Teaching, learning and assessment 17Unit format 17

Learning and assessment 18

Grading Higher National units 19

Grade descriptors 21

Accreditation of Prior Learning (APL) 23

Quality assurance of BTEC Higher Nationals 23Centre and programme approval 23

Monitoring centres’ internal quality systems 24

Independent assessment: the role of the external examiner 24

Programme design and delivery 25Mode of delivery 25

Resources 26

Delivery approach 26

Meeting local needs 26

Locally-devised specialist units 27

Limitations on variations from standard specifications 27

Work experience 27

Access and recruitment 28Restrictions on learner entry 28

Learners with particular requirements 29

The wider curriculum 29Spiritual, moral, ethical, social and cultural issues 29

Environmental issues 29

European developments 29

Health and safety issues 30

Equal opportunities issues 30

Legislation issues 30

Useful publications 30How to obtain National Occupational Standards 31

Professional development and training 31

Further information 32

Core units 33Unit 1: Communicating in Health and Social Care Organisations 35

Unit 2: Principles of Practice 41

Unit 3: Ensuring Health and Safety 49

Unit 4: Continuing Development A 55

Unit 5: Working in Partnership 63

Unit 6: Health and Social Care Research Project 69

Specialist units 75Unit 7: Social Policy 77

Unit 8: The Social Context of Health and Social Care 83

Unit 9: Ensuring Best Outcomes for Individuals 89

Unit 10: Understanding Abuse 95

Unit 11: Public Health 101

Unit 12: Physiology for Health 107

Unit 13: Managing Human Resources in Health and Social Care 115

Unit 14: Managing Financial Resources in Health and Social Care 121

Unit 15: Psychology for Health and Social Care 127

Unit 16: Understanding Specific Needs 133

Unit 17: Community Development Work 139

Unit 18: Complementary Therapies 145

Unit 19: Contemporary Issues in Health and Social Care 151

Unit 20: Assistive Technologies 157

Unit 21: Supporting Significant Life Events 163

Unit 22: Developing Counselling Skills 169

Unit 23: Continuing Development B 175

Unit 24: Understanding Learning 183

Unit 25: Assessing and Developing Others 189

Unit 26: Leadership and Organisations 195

Unit 27: Facilitating Change in Health and Social Care 201

Unit 28: Managing Quality in Health and Social Care 207

Unit 29: Project Management in Health and Social Care 213

Unit 30: Vocational Practice in Health and Social Care 219

Annex A 225Qualification codes 225

QCA codes 225

Edexcel codes 225

QCA and Edexcel codes 225

Annex B 227Qualification Requirement 227

Annex C 233Wider curriculum mapping 233

Annex D 235National Occupational Standards S/NVQ Level 4 in Care 235

Annex E 237National Occupational Standards in Management 237

E014437 – Guidance and units – Edexcel Level 4 BTEC Higher Nationals in Health and Social Care– Issue 1 – October 2004

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Qualification titles covered by this specification

Edexcel Level 4 BTEC Higher National Certificate in Health and Social Care

Edexcel Level 4 BTEC Higher National Certificate in Health and Social Care(Management)

Edexcel Level 4 BTEC Higher National Certificate in Health and Social Care (Health)

Edexcel Level 4 BTEC Higher National Certificate in Health and Social Care(Applied Social Studies)

Edexcel Level 4 BTEC Higher National Certificate in Health and Social Care(Care Practice)

Edexcel Level 4 BTEC Higher National Diploma in Health and Social Care

Edexcel Level 4 BTEC Higher National Diploma in Health and Social Care(Management)

Edexcel Level 4 BTEC Higher National Diploma in Health and Social Care (Health)

Edexcel Level 4 BTEC Higher National Diploma in Health and Social Care(Applied Social Studies)

Edexcel Level 4 BTEC Higher National Diploma in Health and Social Care(Care Practice)

These qualifications have been accredited to the National Qualifications Framework (NQF).The Qualification Accreditation Numbers (QANs) for these qualifications are listed in Annex A.

These qualification titles are as they will appear on the learner’s certificate. Learners need to bemade aware of this when they are recruited by the centre and registered with Edexcel.Providing this happens, centres are able to describe the programme of study leading to theaward of the qualification in different ways to suit the medium and the target audience.


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Edexcel qualifications in the National Qualifications Framework

NQF levelBTEC Professional Award, Certificate,Diploma

Key skills level 5 NVQ level 5

BTEC Higher National DiplomaBTEC Higher National Certificate

BTEC Professional Award, Certificate,Diploma

Key skills level 4 NVQ level 4

BTEC National DiplomaBTEC National CertificateBTEC National Award

BTEC Diploma in Foundation Studies (Artand Design)

BTEC Award, Certificate, Diploma

Key skills level 3 GCE A LevelGCE AS LevelVCEAEA

NVQ level 3

BTEC First Diploma


Level 2 Certificate inAdult NumeracyLevel 2 Certificate inAdult Literacy

Key skills level 2 GCSE (A*–C)GCSE (Double Awards) (A* A*–CC)GCSE (Short Courses) (A*–C)Intermediate GNVQ

NVQ level 2

BTEC Introductory CertificateBTEC Introductory Diploma


Level 1 Certificate inAdult NumeracyLevel 1 Certificatein Adult Literacy

Key skills level 1GCSE (D–G)GCSE (Double Awards) (DD–GG)GCSE (Short Courses) (D–G)Foundation GNVQ

NVQ level 1

Entry Level Certificate in Skills for WorkingLife

Entry Level Certificate in Personal Skills

Entry Level Certificate inAdult NumeracyEntry Level Certificate inAdult Literacy

Entry Level Certificates


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Introduction

This document contains the units and associated guidance for the National QualificationsFramework (NQF) Edexcel Level 4 BTEC Higher Nationals in Health and Social Care. Eachunit sets out the required outcomes and content and includes advice regarding appropriatedelivery and assessment strategies. The guidance contains further details of the teaching,learning, assessment and quality assurance of these qualifications. It includes advice aboutEdexcel’s policy regarding access to its qualifications, the design of programmes of study anddelivery modes.

Structure of the qualification

BTEC Higher National Certificate

The BTEC Higher National Certificate in Health and Social Care is a 10-unit qualification ofwhich five units are core.

The BTEC Higher National Certificate programme must contain a minimum of five unitsdesignated at H2 level.

The BTEC Higher National Certificate contains a mandatory requirement for 200 hours workexperience (see Work experience section on page 27).

BTEC Higher National Diploma

The BTEC Higher National Diploma in Health and Social Care is a 16-unit qualification ofwhich six units are core.

The BTEC Higher National Diploma programme must contain a minimum of eight unitsdesignated at H2 level.

The BTEC Higher National Diploma contains a mandatory requirement for 200 hours workexperience (see Work experience section on page 27).


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Structure of Edexcel Level 4 BTEC Higher National Certificate in Health and SocialCare

Unit No Core units — all units must be taken Unit levelH1 or H2

1 Communicating in Health and Social Care H1

2 Principles of Practice H2

3 Ensuring Health and Safety H1

4 Continuing Development A H1

5 Working in Partnership H2

Specialist units — choose five units

6 Health and Social Care Research Project H2

7 Social Policy H2

8 Social Context of Health and Social Care H1

9 Ensuring Best Outcomes for Individuals H2

10 Understanding Abuse H1

11 Public Health H2

12 Physiology for Health H1

13 Managing Human Resources in Health and Social Care H2

14 Managing Financial Resources in Health and Social Care H1

15 Psychology for Health and Social Care H2

16 Understanding Specific Needs H1

17 Community Development Work H2

18 Complementary Therapies H1

19 Contemporary Issues in Health and Social Care H2

20 Assistive Technologies H2

21 Supporting Significant Life Events H2

22 Counselling Skills Development and Practice H1

23 Continuing Development B H2

24 Understanding Learning H2

25 Assessing and Developing Others H1

26 Leadership and Organisations H1

27 Facilitating Change in Health and Social Care H2

28 Managing Quality in Health and Social Care H2

29 Project Management in Health and Social Care H2

30 Vocational Practice in Health and Social Care H2

The BTEC Higher National Certificate programme must contain a minimum of five unitsdesignated at H2 level.


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Structure of Edexcel Level 4 BTEC Higher National Certificate in Health and SocialCare (Management)

Unit No Core units A — all units must be taken Unit levelH1 or H2







14 Managing Financial Resources in Health and Social Care* H1

Specialist units A — choose two units9 Ensuring Best Outcomes for Individuals* H2

21 Supporting Significant Life Events* H2







Specialist units B — choose one unit only6 Health and Social Care Research Project H2

7 Social Policy H2



11 Public Health H2










30 Vocational Practice in Health and Social Care H2The Higher National Certificate must include a minimum of five units at H2 Level* Units link closely to the NVQ for Registered Managers (Adults)


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Structure of Edexcel Level 4 BTEC Higher National Certificate in Health and SocialCare (Health)







11 Public Health H2


Specialist units A — choose two units15 Psychology for Health and Social Care H2







Specialist units B — choose one unit6 Health and Social Care Research Project H2

7 Social Policy H2














The Higher National Certificate must include a minimum of five units at H2 Level


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Structure of Edexcel Level 4 BTEC Higher National Certificate in Health and SocialCare (Applied Social Studies)







7 Social Policy H2


Specialist units A — choose two units6 Health and Social Care Research Project H2





Specialist units B — choose one unit9 Ensuring Best Outcomes for Individuals H2


11 Public Health H2
















The Higher National Certificate must contain a minimum of five units at H2 level


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Structure of Edexcel Level 4 BTEC Higher National Certificate in Health and SocialCare (Care Practice)









Specialist units A — choose two units








Specialist units B — choose one unit


7 Social Policy H2


11 Public Health H2













The Higher National Certificate must contain a minimum of five units at H2 level


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Structure of Edexcel Level 4 BTEC Higher National Diploma in Health and SocialCare

Unit No Core units — all units must be taken Unit levelH1 or H2







Specialist units — choose ten units

7 Social Policy H2




11 Public Health H2






















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Structure of Edexcel Level 4 BTEC Higher National Diploma in Health and SocialCare (Management)








13 Managing Human Resources In Health and Social Care H2

14 Managing Financial Resources in Health and Social Care* H1

Specialist units A — choose four units9 Ensuring Best Outcomes for Individuals * H2

21 Supporting Significant Life Events* H2






Specialist units B — choose four units7 Social Policy H2



11 Public Health H2













* Units link closely to the NVQ for Registered Managers (Adults)


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Structure of Edexcel Level 4 BTEC Higher National Diploma in Health and SocialCare (Health)








11 Public Health H2


Specialist units A — choose four units








Specialist units B — choose four units

7 Social Policy H2
















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Structure of Edexcel Level 4 BTEC Higher National Diploma in Health and SocialCare (Applied Social Studies)








7 Social Policy H2


Specialist units A — choose four units15 Psychology for Health and Social Care H2





Specialist units B — choose four units9 Ensuring Best Outcomes for Individuals H2


11 Public Health H2

















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Structure of Edexcel Level 4 BTEC Higher National Diploma in Health and SocialCare (Care Practice)










Specialist units A — choose four units16 Understanding Specific Needs H1







Specialist units B — choose four units7 Social Policy H2


11 Public Health H2















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Key features

The development of National Minimum Standards and the establishment of the National CareStandards Council has meant that those practising personal care in health and social caresettings must have achieved a minimum standard of education. The Higher Nationals in Healthand Social Care have been developed to underpin the vocational practice requirements of theNational Minimum Standards and therefore give learners the contextual knowledge to progressin their employment area.

The programmes also meet with government policies, such as ‘Aim Higher’, to improve accessto higher education. The Higher Nationals in Health and Social Care originate from avocational setting and have been designed to enable progression from a vocational route as wellas from academic study.

BTEC Higher Nationals are designed to provide specialist vocational programmes, linked toNational Occupational Standards where appropriate, with a strong work related emphasis. Thequalifications provide a thorough grounding in the key concepts and practical skills required inthe sector. BTEC Higher Nationals offer a strong emphasis on practical skills developmentalongside the development of requisite knowledge and understanding in the sector. Learners areattracted to these strong vocational programmes of study that meet individual progression needswhether this is into employment or to further study on a degree or professional course.

A key progression path for BTEC Higher National Certificate and Diploma learners is to thesecond or third year of a degree or honours degree programme, depending on the match of theBTEC Higher National units to the degree programme in question.

BTEC Higher Nationals in Health and Social Care have been designed to:

• equip individuals with underpinning knowledge, understanding and skills for success inemployment in the health and social care sector at supervisory or management levels

• provide specialist studies relevant to individual vocations and professions in which learnersare working or in which they intend to seek employment in the health and/or social caresector

• develop the ability of learners to contribute to the health and social care environmentthrough effective use and combination of the knowledge and skills gained in different partsof the programme

• develop skills and techniques, and personal qualities and attitudes essential for successfulperformance in working life and thereby enable learners to make an immediate contributionto employment

• develop transferable skills and knowledge which will enable individuals to meet changingcircumstances, whether moving within their own area of employment, promotion to asupervisory or management position or general changes in the provision or environment ofhealth and social care

• prepare individuals to progress to further professional development of higher-level skillsthrough to future study or career advancement

• enable study to be supported by vocational practice when this is considered desirable forthe chosen progression within the sector

• enable focused study in defined areas of the health and social care sector with specialistdesigned units.


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Professional body recognition

The BTEC Higher Nationals in Health and Social Care have been developed with careerprogression and recognition by professional bodies in mind. It is essential that learners gain themaximum benefit from their programme of study.The professional bodies for the professions allied to health recognise only specifically tailoredqualifications. However, a new role of Assistant Practitioner within the health service and theAdvanced Practitioner role within social care, is evolving, for whom Higher Nationals in Healthand Social Care qualifications are most appropriate. Edexcel will continue to seek recognitionfor learners who hold these qualifications.Further details of professional body recognition and exemptions for BTEC Higher Nationals aregiven in the publication BTEC Professional Recognition which is available on Edexcel’swebsite (www.edexcel.org.uk).

National Occupational Standards

BTEC Higher Nationals in Health and Social Care are designed to relate to the NationalOccupational Standards in the care sector at level 4. These, in turn, form the basis of the caresector National Vocational Qualifications (S/NVQs). Currently the Higher Nationals in Healthand Social care have been mapped to the existing standards. However, the qualification designhas been designed to underpin emergent themes in the new National Occupational Standards atlevel 4 and the qualification will be mapped to the new standards when these are complete.Some Higher National units are also designed to relate to the National Occupational Standardsin Management. BTEC Higher Nationals do not purport to deliver occupational competence inthe sector, which should be demonstrated in a work context. However, the qualifications seek toprovide underpinning knowledge for the National Occupational Standards, as well asdeveloping practical skills in preparation for work and possible achievement of S/NVQs in duecourse.

Links to the Level 4 National Occupational Standards in Care are indicated in each unit andmapped in Annex D.

Some units cover some of the underpinning knowledge of the National Occupational Standardsin Management. Units are mapped in Annex E and indicated in the Links section of each unit.

Qualification Requirement

Edexcel has published Qualification Requirements as part of the revision of BTEC HigherNationals. Qualification Requirements set out the aims and rationale of the qualifications andprovide the framework of curriculum content. They also identify the higher-level skillsassociated with the qualifications and any recognition by relevant professional bodies. TheQualification Requirement for BTEC Higher Nationals Health and Social Care is given inAnnex B.

Edexcel standard specifications titles are developed from the Qualification Requirements.Licensed centres comply with Qualification Requirements when developing BTEC HigherNationals under these standard titles.

Qualification Requirements provide consistent standards within the same vocational area andclearly identify the skills and knowledge that can be expected of any holder of an identicalBTEC Higher National. This will allow higher education institutions, employers andprofessional bodies to confidently provide progression opportunities to successful learners.


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Higher-level skills

Learners studying for BTEC Higher Nationals in Health and Social Care will be expected todevelop the following skills during the programme of study:

• analysing, synthesising and summarising information critically

• the ability to read and use appropriate literature with a full and critical understanding

• the ability to think independently and solve problems

• applying subject knowledge and understanding to address familiar and unfamiliar problems

• recognising the moral and ethical issues of health and social care practice and research;appreciating the need for ethical standards and professional codes of conduct

• developing an appreciation of the interdisciplinary nature of health and social care serviceprovision

• the capacity to give a clear and accurate account of a subject, assemble arguments in amature way and engage in debate and dialogue both with specialists and non-specialists.

BTEC Higher National Certificate

The 10-unit BTEC Higher National Certificate in Health and Social Care provides a specialistwork-related programme of study that covers the key knowledge, understanding and practicalskills required in the health and social care sector and also offers particular specialist emphasisthrough the choice of specialist units.

BTEC Higher National Certificates provide nationally recognised qualifications offering careerprogression and professional development for those already in employment and opportunities toprogress into higher education. The qualifications are mode free but they are primarilyundertaken by part-time learners studying over two years. There is the opportunity for courseproviders to structure an intensive programme of study in a shorter period of time.

This specification provides centres with a framework to develop engaging programmes forhigher-education learners who are clear about the area of employment that they wish to enter.

Learners studying the BTEC Higher National Certificate should be able to progress to theHigher National Diploma or to the first year of undergraduate study in health and social care ordirectly into employment in an associated profession.

BTEC Higher National Diploma

The 16-unit BTEC Higher National Diploma provides greater breadth and specialisation thanthe BTEC Higher National Certificate. Higher National Diplomas are mode free but arefollowed predominately by full-time learners. They allow progression into or withinemployment in the health and social care sector, either directly on achieving the award orfollowing further study to degree level.

The BTEC Higher National Diploma in Health and Social Care provides opportunities forlearners to apply their knowledge and practical skills in the workplace. Full-time learners havethe opportunity to do this through formal work placements or their part-time employmentexperience.

The qualification prepares learners for employment in the health and social care sector and willbe suitable for learners who have already decided that they wish to enter this area of work.Some adult learners may wish to make the commitment required by this qualification in orderto enter a specialist area of employment in health and social care or progress into highereducation. Other learners may want to extend the specialism that they followed on the BTECHigher National Certificate programme.


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Learners studying on the BTEC Higher National Diploma should be able to progress to thesecond or third year of an undergraduate degree or direct into employment in an associatedprofession.

Endorsed titles

BTEC Higher Nationals in Health and Social Care titles reflect the focus of current governmentpolicy for the sector. The thirty units within the programme encompass a broad spectrum oftopics relevant to the sector. The endorsed titles provide greater definition to the qualificationfor the benefit of learners and potential progression from the HNC/D to employment,professional training or related academic study. Each title requires study of a combination ofselected units to facilitate a specific progression pathway.

An unendorsed title is also available which has no prescribed specialist units and may beappropriate for those working in areas of the sector where particular choices of unitcombinations not detailed below may be appropriate.

Management is appropriate for those working towards Registered Manager (Adults) status orthose who have more general management responsibilities in their work in the health and socialcare sector.

Health provides the underpinning knowledge relevant for those working in the health sector orprogressing towards professional training in professions allied to medicine or nursing.

Applied Social Studies is appropriate for those aiming for academic study or social worktraining.

Care Practice focuses on the acquisition of knowledge and understanding for those aiming toprogress in employment in health and social care sector.

Teaching, learning and assessment

Learners must pass all 10 units on their programme of learning to be awarded a BTEC HigherNational Certificate and all 16 units to be awarded a BTEC Higher National Diploma.

The assessment of BTEC Higher National qualifications is criterion-referenced and centres arerequired to assess learners’ evidence against published learning outcomes and assessmentcriteria. All units will be individually graded as ‘pass’, ‘merit’ or ‘distinction’. To achieve apass grade for the unit learners must meet the assessment criteria set out in the specifications.This gives transparency to the assessment process and provides for the establishment ofnational standards for each qualification.

The units in BTEC Higher National qualifications all have a standard format which is designedto provide clear guidance on the requirements of the qualification for learners, assessors andthose responsible for monitoring national standards.

Unit format

Each unit is set out in the following way.

Unit title, learning hours and NQF level

The unit title is accredited by QCA and this form of words will appear on the learner’sNotification of Performance. In BTEC Higher National qualifications each unit consists of60 guided learning hours.

Each unit is assigned a notional level indicator of H1 or H2, indicating the relative intellectualdemand, complexity and depth of study, and learner autonomy.


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At H1 level the emphasis is on the application of knowledge, skills and understanding, use ofconventions in the field of study, use of analytical skills and selection and organisation ofinformation.

At H2 level the emphasis is on application and evaluation of contrasting ideas, principles,theories and practices, greater specialisation in the field of study, and an increasingindependence in systematic enquiry and analysis.

Description of unit

A brief description of the overall purpose of the unit is given, together with the key areas ofstudy associated with the unit.

Summary of learning outcomes

The outcomes of the unit identify what each learner must do in order to pass it. Learners mustachieve all the outcomes in order to pass the unit.

Content

This section picks up highlighted words from the outcomes and amplifies the content coveragerequired when addressing the outcomes. The content section will often provide lists of topics.Please note all aspects of the listed topics should be covered, except those that begin with ‘eg’,where items listed are merely indicative.

Outcomes and assessment criteria

Each unit contains statements of the evidence that each learner should produce in order toreceive a pass.

Guidance

This section is not prescriptive but provides additional guidance and amplification related to theunit to support teachers/deliverers and assessors. Its subsections are given below. Only thosesubsections which apply to the unit will appear.

• Delivery — offers guidance about possible approaches to delivery. The guidance is basedon the more usual delivery modes and is not intended to rule out alternative approaches.

• Assessment — provides advice about the nature and type of evidence that learners are likelyto need to produce. This subsection should be read in conjunction with the assessmentcriteria and the generic grade descriptors.

• Links — sets out the links between units. Provides opportunities for integration of learning,delivery and assessment. Any links to the National Occupational Standards will behighlighted here.

• Resources — identifies the specialist resources likely to be needed to allow learners togenerate the evidence required by each unit. The centre will be asked to ensure that thisresource requirement is in place when it seeks approval from Edexcel to offer thequalification.

• Support materials — identifies, where appropriate, textbooks, videos, magazines, journals,publications and websites that may support the delivery of the unit.

Learning and assessment

The purpose of assessment is to ensure that effective learning of the content of each unit hastaken place. Evidence of this learning, or the application of the learning etc, is required for eachunit. The assessment of the evidence relates directly to the assessment criteria for each unit,supported by the generic grade descriptors.


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The process of assessment can aid effective learning by seeking and interpreting evidence todecide the stage that learners have reached in their learning, what further learning needs to takeplace and how best to do this. Therefore, the process of assessment should be part of theeffective planning of teaching and learning by providing opportunities for both the learner andassessor to obtain information about progress towards learning goals. The assessor and learnermust be actively engaged in promoting a common understanding of the assessment criteria andthe grade descriptors (what it is they are trying to achieve and how well they achieve it) forfurther learning to take place. Therefore, learners need constructive feedback and guidanceabout how to improve, capitalising on strengths, with clear and constructive comments aboutweaknesses and how these might be addressed.

Assessment instruments are constructed by centres. Assessment instruments should collectivelyensure coverage of all assessment criteria within each unit and should provide opportunities forthe evidencing of all the grade descriptors. It is advised that assessment criteria andcontextualised grade descriptors are clearly indicated on each assessment instrument to providea focus for learners (for transparency and to ensure that feedback is specific to the criteria) andto assist with internal standardisation processes. Tasks/activities should enable learners toproduce evidence that relates directly to the assessment criteria and grade descriptors.

When centres are designing assessment instruments, they need to ensure that the instrumentsare valid, reliable and fit for purpose, building on the application of the assessment criteria.Centres are encouraged to place emphasis on practical application of the assessment criteria,providing a realistic scenario for learners to adopt, making maximum use of work-relatedpractical experience and reflecting typical practice in the sector concerned. The creation ofassessment instruments that are fit for purpose is vital to achievement and their importancecannot be over-emphasised.

Grading Higher National units

The assessment of BTEC Higher National qualifications will be at unit level and there will beno overall grade for either the Certificate or the Diploma. This means that learners are able toaccess the qualification through a unitised approach.

Each unit will be graded as a pass, merit or distinction. A pass is awarded for the achievementof all outcomes against the specified assessment criteria. Merit and distinction grades areawarded for higher-level achievement.

The generic merit and distinction grade descriptors listed on pages 21–22 are for grading thetotal evidence produced for each unit and describe the learner’s performance over and abovethat for a pass grade.

The merit and distinction grade descriptors can be achieved in a flexible way, eg in a sequentialor holistic mode, to reflect the nature of the sector concerned.

Each of the generic merit and distinction grade descriptors can be amplified by use ofindicative characteristics. These give a guide to the expected learner performance, andsupport the generic grade descriptors. The indicative characteristics should reflect the nature ofa unit and the context of the sector programme.

The indicative characteristics shown in the table for each of the generic grade descriptors arenot exhaustive. Consequently, centres should select from the list or may construct otherappropriate indicative characteristics for their sector programme which may be drawn from theappropriate higher-level skills. It is important to note that each assessment activity does notneed to incorporate all the merit and/or distinction grade descriptors.


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Contextualising the generic grade descriptors

The generic merit and distinction grade descriptors need to be viewed as a qualitative extensionof the assessment criteria for pass within each individual unit. The relevant generic gradedescriptors must be identified and specified within an assignment and the relevant indicativecharacteristics should be used to place the required evidence in context.


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Grade descriptors

Pass grade

A pass grade is achieved by meeting all the requirements defined in the assessment criteria forpass for each unit.

Merit grade

Merit descriptors Indicative characteristics

In order to achieve a meritthe learner must:

The learner’s evidence shows:

• identify and applystrategies to findappropriate solutions

• effective judgements have been made

• complex problems with more than one variable have beenexplored

• an effective approach to study and research has been applied

• select/design and applyappropriate methods/techniques

• relevant theories and techniques have been applied

• a range of methods and techniques have been applied

• a range of sources of information has been used

• the selection of methods and techniques/sources has beenjustified

• the design of methods/techniques has been justified

• complex information/data has been synthesised andprocessed

• appropriate learning methods/techniques have been applied

• present andcommunicateappropriate findings

• the appropriate structure and approach has been used

• coherent, logical development of principles/concepts for theintended audience

• a range of methods of presentation have been used andtechnical language has been accurately used

• communication has taken place in familiar and unfamiliarcontexts

• the communication is appropriate for familiar andunfamiliar audiences and appropriate media have been used


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Distinction grade

Distinction descriptors Indicative characteristics

In order to achieve adistinction the learner must:

The learner’s evidence shows:

• use critical reflection toevaluate own work andjustify valid conclusions

• conclusions have been arrived at through synthesis of ideasand have been justified

• the validity of results has been evaluated using definedcriteria

• self-criticism of approach has taken place

• realistic improvements have been proposed against definedcharacteristics for success

• take responsibility formanaging and organisingactivities

• autonomy/independence has been demonstrated

• substantial activities, projects or investigations have beenplanned, managed and organised

• activities have been managed

• the unforeseen has been accommodated

• the importance of interdependence has been recognised andachieved

• demonstrateconvergent/lateral/creative thinking

• ideas have been generated and decisions taken

• self-evaluation has taken place

• convergent and lateral thinking have been applied

• problems have been solved

• innovation and creative thought have been applied

• receptiveness to new ideas is evident

• effective thinking has taken place in unfamiliar contexts


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Accreditation of Prior Learning (APL)

Edexcel encourages centres to recognise learners’ previous achievements and experiencethrough the Accreditation of Prior Learning. Learners may have evidence that has beengenerated during previous study, in their previous or current employment or whilst undertakingvoluntary work that relates to one or more of the units in the qualification. Assessors shouldassess this evidence against the Higher National standards in the specifications in the normalway. As with all evidence, assessors should be satisfied about the authenticity and currency ofthe material when considering whether or not the outcomes of the unit have been met.

Full guidance about Edexcel’s policy on APL is provided on our website(www.edexcel.org.uk).

Quality assurance of BTEC Higher Nationals

The quality assurance system for BTEC Higher National qualifications, as higher-levelvocational qualifications at Level 4 on the NQF, will comprise three main components.

• approval process — a control measure to confirm that individual centres (and programmeteams) are appropriately resourced and competent to deliver a BTEC Level 4 programme ofstudy.

• monitoring of centres — a method of monitoring centres’ internal quality systems toensure ongoing fulfilment of initial requirements and, where appropriate, enhancement ofthose requirements to accommodate new qualifications.

• independent assessment — a measure that provides independence within the assessmentprocess, so that the certificated outcomes for each learner are not reliant on determinationsby individuals or groups with a vested interest in the outcome. This measure should beconsistent and reliable over time, and should not create unnecessary barriers.

Centre and programme approval

Approval to offer BTEC Higher National qualifications will vary depending on the status of thecentre. Centres that have a recent history of delivering BTEC Higher National qualificationsand have an acceptable quality profile in relation to their delivery will be able to gain approvalthrough an accelerated process. Centres that are new to the delivery of BTEC Higher Nationalqualifications will be required to submit evidence to demonstrate that they:

• have the human and physical resources required for effective delivery and assessment

• understand the implications for independent assessment and agree to abide by these

• have a robust internal assessment system supported by ‘fit for purpose’ assessmentdocumentation

• have a system to internally verify assessment decisions to ensure standardised assessmentdecisions are made across all assessors and sites.

Such applications have to be supported by the head of the centre (principal, chief executive,etc).

We communicate all approvals in writing to the head of centre in the form of a qualificationapproval letter. The approval letter will also contain a programme definition for eachqualification approved. The programme definition clearly states to the centre all units thatcomprise the qualification for which the centre is approved.


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Monitoring centres’ internal quality systems

Centres will be expected to demonstrate ongoing fulfilment of approval criteria across allprogramme areas. This should include the consistent application of policies affecting learnerregistrations and appeals, together with the effectiveness of internal examination andstandardisation processes.

Centres may opt for a review of their provision under the quality verifier/quality reviewerarrangements, which already apply to all further education centres. Alternatively, centres maypresent evidence of their operation within a recognised code of practice, such as that of theQuality Assurance Agency for Higher Education. Edexcel reserves the right to confirmindependently that these arrangements are operating to our satisfaction.

Independent assessment: the role of the external examiner

Supporting consistency and appropriateness of centre assessor decisions

For all BTEC Higher Nationals accredited at Level 4 on the NQF, Edexcel will appointappropriately qualified subject-specific external examiners to the programme in each centre.Edexcel will define the selection, appointment and training process, together with the roles andresponsibilities of the external examiners and will communicate the details to centres in acentre handbook.

The function of the external examiner will be to review and evaluate objectively the assessmentprocess and standards of learner attainment by independently reviewing, in the first year of theprogramme, a sample of learner work (including the centre-designed assignments on which thesamples are based) selected by the external examiner, from across the programme.

When they visit centres, external examiners must be afforded reasonable access to the assessedparts of the programme, including evidence of learner performance on placement. They arerequired to:

• verify that standards are appropriate for the qualification and its elements

• assist institutions in the comparison of academic standards across similar awards nationally.

Should any disparity occur between the judgement of centre assessors and that of the externalexaminer, this will be reported to the centre and to Edexcel by the external examiner. Thecentre will be required to agree appropriate corrective action as a result of this report.

Independence in confirmation of certificated outcomes

In the final year of the programme, the external examiner will revisit the centre in order toindependently assess learner work and to evaluate centre assessor decisions on final outcomes.This process of evaluation may focus upon work in units, selected by the external examiner,that present the most appropriate evidence for this exercise. The work of all learners not alreadysampled in the first year of the programme will be reviewed.

Resolution of assessments will normally be handled at the centre’s final programme reviewboard. The external examiner will be expected to endorse the outcomes of assessment beforecertification can be authorised. Should the external examiner be unable to provide suchendorsement, certification will be withheld until appropriate corrective action has taken place.(The senior subject examiner may become involved in such instances).

The external examiner will be required to prepare a written report after each visit. The reportwill include comments from the external examiner on:

• academic standards and programme specification

• academic standards and learner performance

• academic standards and assessment


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• the assessment process

• assessment meetings

• physical resources

• comments of learners

• meetings with staff

• external examiner practice

• issues arising from previous reports

• details of sampling

• general points, areas of good practice and major issues

• action points.

The external examiner report provides the mechanism by which the external examinerindependently verifies learner ability, endorses the validity of the assessment process andreleases certification for a cohort.

The report is a confidential document between Edexcel, the appointed external examiner, andthe centre to use for internal/external quality assurance processes. It provides the centre withfeedback on the external examining process and on the judgements that determine the externalexaminer’s decisions on endorsement, or otherwise, of learner outcomes.

Programme design and delivery

The qualifications consist of core units (which are mandatory) and specialist units. Thesespecialist units will be mostly optional and are designed to provide a specific focus to thequalification. Required combinations of specialist units are clearly set out in relation to eachqualification in the defined qualification structures provided in this document.

In BTEC Higher National qualifications each unit consists of 60 guided learning hours. Thedefinition of guided learning hours is ‘a notional measure of the substance of a qualification’. Itincludes an estimate of time that might be allocated to direct teaching, instruction andassessment, together with other structured learning time such as directed assignments orsupported individual study. It excludes learner-initiated private study. Centres are advised toconsider this definition when planning the programme of study associated with thisspecification.

Mode of delivery

Edexcel does not define the mode of study for BTEC Higher National qualifications. Centresare free to offer the qualifications using any mode of delivery that meets the needs of theirlearners. This may be through traditional classroom teaching, open learning, distance learningor a combination of these. Whatever mode of delivery is used, centres must ensure that learnershave appropriate access to the resources identified in the specifications and to the subjectspecialists delivering the units. This is particularly important for learners studying for thequalification through open or distance learning.

Full guidance on Edexcel’s policies on ‘distance assessment’ and ‘electronic assessment’ areprovided on our website.


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Learners studying for the qualification on a part-time basis bring with them a wealth ofexperience that should be utilised to maximum effect by tutors and assessors. Assessmentinstruments based on learners’ work environments should be encouraged. Those planning theprogramme should aim to enhance the vocational nature of the BTEC Higher Nationalqualification by:

• liaising with employers to ensure that the course is relevant to the specific needs of thelearners

• accessing and using non-confidential data and documents from learners’ workplaces

• including sponsoring employers in the delivery of the programme and, where appropriate,in the assessment

• linking with company-based/workplace training programmes

• making full use of the variety of experiences of work and life that learners bring to theprogramme.

Resources

BTEC Higher National qualifications are designed to prepare learners for employment inspecific sectors. Physical resources need to support the delivery of the programme and theproper assessment of the outcomes and, therefore, should normally be of industry standard.Staff delivering programmes and conducting the assessments should be fully familiar withcurrent practice and standards in the sector concerned. Centres will need to meet any specialistresource requirements when they seek approval from Edexcel.

Please refer to the resource section in individual units for specialist resource requirements.

Delivery approach

It is important that centres develop an approach to teaching and learning that supports thespecialist vocational nature of the BTEC Higher National qualifications. The specificationscontain a balance of practical skill development and knowledge requirements, some of whichcan be theoretical in nature. Tutors and assessors need to ensure that appropriate links are madebetween theory and practice and that the knowledge base is applied to the sector. This willrequire the development of relevant and up-to-date teaching materials that allow learners toapply their learning to actual events and activity within the sector. Maximum use should bemade of the learner’s experience.

Meeting local needs

Centres should note the qualifications set out in these specifications have been developed inconsultation with centres, employers and representatives from industry to be consistent with theNational Occupational Standards in Care. National Occupational Standards in Management,Registered Managers (Adults), Community Development Work and Mental Health are referredto in the links sections of specific units.

The endorsements are designed to meet the skill needs of the sector and the specialist unitsallow coverage of the full range of employment. Centres should make maximum use of thechoice available to them within the specialist units in these specifications to meet the needs oftheir learners, as well as the local skills and training needs identified by organisations such asRegional Development Agencies and Local Learning and Skills Councils.


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Centres may not always be able to meet local needs using the units in this specification. In thissituation, centres may seek approval from Edexcel to make use of units from other standardNQF BTEC Higher National specifications. Centres will need to justify the need for importingunits from other specifications and Edexcel will ensure that the vocational focus of thequalification has not been diluted.

Locally-devised specialist units

There may be exceptional circumstances where even the flexibility of importing units fromother specifications does not meet a particular local need. In this case, centres can seekpermission from Edexcel to develop a unit with us to meet this need. The cases where this willbe allowable will be very limited. Edexcel will ensure that the integrity of the qualification isnot reduced and that there is a minimum of overlap and duplication of content of existing units.Centres will need strong evidence of the local need and the reasons why the existing standardunits are inappropriate. Edexcel will need to validate these units.

Limitations on variations from standard specifications

The flexibility to import standard units from other BTEC Higher National specifications and/orto develop unique locally-devised specialist units is limited to a maximum of four units in aBTEC Higher National Diploma qualification and a maximum of two units only in anyBTEC Higher National Certificate qualification. The use of these units cannot be at theexpense of the core units in any qualification.

Work experience

Experience of working within a care organisation is essential for achievement of all or someassessment criteria in many of the units within the Higher Nationals in Health and Social Care.

In addition, many of the concepts and principles, as well as specialist knowledge, whichunderpin work in this sector can only be fully understood through direct observation andinvolvement with service users, professionals and others within health and social caresituations.

Work experience hours have been built into specific units within the programme as follows:

Unit 4: Continuing Development A 200 hours (core unit)

Unit 23: Continuing Development B 200 hours (specialist unit)

Unit 30: Vocational Practice in Health and Social Care 400 hours (specialist unit)

The minimum amount of work experience recommended for achievement of any of the awardswithin the Higher National in Health and Social Care titles is 200 hours. The maximum amountof work experience specified is 800 hours if a learner completes Units 4, 23 and 30. Workexperience may be gained through employment or voluntary commitments in settings where theprinciples of health and social care practice apply. The work experience should provide theopportunity for learners to demonstrate the skills and understanding expected of a care worker,and for these to be observed in the workplace by expert witnesses as needed to meet theassessment evidence requirements for units within the programme.

Centres are advised to ensure that learners have access to appropriate and sufficient workexperience to meet the requirements of their chosen programme and that there is support fromthe employer for any work related assessment activity required. For learners taking Unit 30,where assessment of competencies against National Occupational Standards is essential, centresshould ensure that assessment conforms to the requirements of the appropriate assessmentguidelines (eg Joint Awarding Body Guidelines, S/NVQ Code of Practice).


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More information about learning and assessment expected from work experience isincorporated into the unit specifications.

Access and recruitment

Edexcel’s policy regarding access to its qualifications is that:

• the qualifications should be available to everyone who is capable of reaching the requiredstandards

• the qualifications should be free from any barriers that restrict access and progression

• there should be equal opportunities for all wishing to access the qualifications.

Centres are required to recruit learners to BTEC qualifications with integrity. This will includeensuring that applicants have appropriate information and advice about the qualifications andthat the qualification will meet their needs. Centres should take appropriate steps to assess eachapplicant’s potential and make a professional judgement about their ability to successfullycomplete the programme of study and achieve the qualification. This assessment will need totake account of the support available to the learner within the centre during their programme ofstudy and any specific support that might be necessary to allow the learner to access theassessment for the qualification. Centres should also show regard for Edexcel’s policy onlearners with particular requirements.

Centres will need to review the profile of qualifications and/or experience held by applicants,considering whether this profile shows an ability to progress to a Level 4 qualification. Forlearners who have recently been in education, the entry profile is likely to include one of thefollowing:

• a BTEC National Certificate or Diploma in Care/Health Studies

• an AVCE/Advanced GS/NVQ in an appropriate vocational area

• a GCE Advanced level profile which demonstrates strong performance in a relevant subjector an adequate performance in more than one GCE subject. This profile is likely to besupported by GCSE grades at A* to C

• other related Level 3 qualifications

• an Access to Higher Education Certificate awarded by an approved further educationinstitution

• related work experience.

Mature learners may present a more varied profile of achievement that is likely to includeextensive work experience (paid and/or unpaid) and/or achievement of a range of professionalqualifications in their work sector.

Restrictions on learner entry

National Minimum Standards from the National Care Standards Commission established by theCare Standards Act 2000 dictate that those working in a personal caring role should be aged 18or above. The BTEC Higher Nationals in Health and Social care are designed to encouragelearners to work towards the practical competencies required to meet the National MinimumStandards required for their job role. It is therefore inappropriate for learners taking thequalification not to have reached the age of 18.


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Learners with particular requirements

Edexcel recognises that some learners, when studying vocationally-related qualifications, willhave coped with the learning demands of a course but may find the standard arrangements forthe assessment of their attainment presents an unfair barrier. This would apply to learners withknown and long-standing learning problems and to learners who are affected at, or near to, thetime of a time-constrained assessment.

Edexcel will seek to approve alternative arrangements that:

• meet the needs of learners with particular requirements

• do not confer advantage over other learners

• are commensurate with the proper outcomes from the qualification.

Details of the allowable arrangements for such learners are given in Assessment of VocationallyRelated Qualification: Regulations and Guidance relating to Learners with SpecialRequirements (Edexcel, 2002).

The wider curriculum

The study of the BTEC Higher Nationals in Health and Social Care provides opportunities forlearners to develop an understanding of spiritual, moral, ethical, social and cultural issues andan awareness of environmental issues, health and safety considerations, and Europeandevelopments. These wider curriculum opportunities are indicated in the units as appropriate.Mapping of wider curriculum opportunities issues is provided in Annex C.

Spiritual, moral, ethical, social and cultural issues

The specification contributes to an understanding of:

• spiritual issues through an appreciation of the spiritual dimension to health and social care,for example in Unit 21: Supporting Significant Life Events. Spiritual issues may beencountered throughout the units

• moral and ethical issues are encountered throughout BTEC Higher Nationals in Health andSocial Care, as dealing with people will always involve learners engaging in moral andethical issues. The significance of these issues must be emphasised throughout

• social and cultural issues are encountered throughout BTEC Higher Nationals in Health andSocial Care and their importance must be emphasised throughout.

Environmental issues

Learners are led to appreciate the importance of environmental issues as they engage in healthand social care study, as well as through experience of the health and social care industry.Specific issues may be covered in Unit 8: The Social Context of Health and Social Care,Unit 11: Public Health and Unit 14: Managing Financial Resources in Health and Social Care.

European developments

Much of the content of the BTEC Higher Nationals in Health and Social Care can be appliedthroughout Europe owing to its generic nature, even though the context of delivery is within theUK. Specifically these issues may be encountered in Unit 7: Social Policy and Unit 8: SocialContext of Health and Social Care.


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Health and safety issues

BTEC Higher Nationals in Health and Social Care are practically based and so health andsafety issues are encountered throughout. Learners will develop awareness of the safety ofothers as well as themselves in all practical activities. Learners will also explore health andsafety issues across the health and social care sector, particularly in Unit 3: Ensuring Healthand Safety.

Equal opportunities issues

Equal opportunities issues are implicit throughout the BTEC Higher Nationals in Health andSocial Care. Their significance should be emphasised throughout.

Legislation issues

Legislation is referred to throughout the units. The qualification has been designed to reflect thechanging provision of legislation in the UK. It is accepted that a ‘national perspective’ willdepend on the location of the learner and this may be in for example England, Wales orNorthern Ireland.

Useful publications

Further copies of this document and related publications can be obtained from:

Edexcel PublicationsAdamswayMansfieldNottinghamshire NG18 4FN

Telephone: 01623 467 467Fax: 01623 450 481Email: [email protected]

Related publications include:

• the current Edexcel publications catalogue and update catalogue

• Edexcel publications concerning the quality assurance system and the internal and externalverification of vocationally-related programmes may be found on the Edexcel website andin the Edexcel publications catalogue.

NB: Most of our publications are priced. There is also a charge for postage and packing. Pleasecheck the cost when you order.


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How to obtain National Occupational Standards

The National Occupational Standards for care can be obtained from:

Skills for HealthGoldsmiths HouseBroad PlainBristol BS2 0JP

Telephone: 0117 922 1155Email: [email protected]: www.skillsforhealth.org.uk

Topss EnglandAlbion Court5 Albion PlaceLeedsLS1 6JLTelephone: 0113 2451716Fax: 0113 2436417Email: [email protected]

Care Council for Wales (Welsh and English Language versions)6th Floor, South Gate HouseWood StreetCardiffCF10 1EW

Telephone: 029 2022 6257Fax: 029 2038 4764Email: [email protected]

NISCC7th FloorMillennium House19–25 Great Victoria StreetBelfastBT2 7AQ

Telephone: 02890 417600Fax: 02890 417601Textphone: 02890 239340Email: [email protected]

Professional development and training

Edexcel supports UK and international customers with training related to BTEC qualifications.This support is available through a choice of training options offered in our published trainingdirectory or through customised training at your centre.

The support we offer focuses on a range of issues including:

• planning for the delivery of a new programme

• planning for assessment and grading

• developing effective assignments


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• building your team and teamwork skills

• developing student-centred learning and teaching approaches

• building key skills into your programme

• building in effective and efficient quality assurance systems.

The national programme of training we offer can be viewed on the Edexcel website(www.edexcel.org.uk). You can request customised training through the website or bycontacting one of our advisers in the Professional Development and Training Team ontelephone number 0870 240 9800 to discuss your training needs.

The training we provide:

• is active — ideas are developed and applied

• is designed to be supportive and thought provoking

• builds on best practice.

Our training will also underpin many areas of the Higher Education Staff Development Agency(HESDA)/FENTO standards for teachers and lecturers working towards them.

Further information

For further information please call Customer Services on 0870 240 9800, or visit our website atwww.edexcel.org.uk.


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Core

units


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Unit 1: Communicating in Health and SocialCare Organisations

Learning hours: 60

NQF level 4: BTEC Higher National — H1

Description of unit

This unit aims to develop learners’ awareness of different forms of communication used in thehealth and social care context and the importance of communication in service delivery.Learners will explore communication in interpersonal interactions and identify barriers tocommunication and ways to overcome them. In addition, communication systems withinorganisations will be critically examined and learners will gain an understanding of the legalframeworks surrounding the recording of information about people. Learners will be expectedto gain competence in, and an understanding of, the use of information technology as acommunication tool in health and social care.

Learners should note that any direct investigation of communication in health and social careplacements or employment should be within the context of a job role. Due regard should begiven to confidentiality of information used to support this unit.


To achieve this unit a learner must:

1 Explore communication between people in health and social care

2 Describe physical, cultural and legal influences on communication in health and socialcare

3 Explore the use of information technology in communications in health and social care.


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Content

1 Communication between people

Relevant theories: humanistic, behaviourist, cognitive, psychoanalytical

Techniques and purposes: written, listening; verbal; non-verbal; record keeping, givinginformation, challenging poor practice, educating, decision making, negotiating, advocacy,counselling, mentoring etc

Influences on individuals: self-concept, self-esteem, ideal self, prejudice, stereotyping,values and beliefs, stress

Inappropriate interpersonal communication: barriers to communication: inappropriatelanguage, incongruent messages, misinterpretation, breach of confidentiality, breach oftrust, invasion of privacy, power, threat, abuse

Supporting specific communication needs: alternative language, language aids (eg Braille,signing, Makaton), advocacy, interpretation, translation; environmental conditions,technological aids; processes for accessing additional support

Maintaining confidentiality: privacy, confidentiality, disclosure, protection of individuals,rights and responsibilities

2 Physical, cultural and legal influences

Values and culture: eg beliefs, age, sex, ethnicity, gender, education, social class

Legislation, charters and codes of practice: national, European, UN eg on equality,diversity, discrimination, confidentiality and sharing information

Organisational systems and policies: information, documents, systems, structures,procedures, practices

Good practice: in accordance with practice and service standards, challengingdiscrimination, ethics, values and principles of others, ensuring dignity and rights;recording, reporting, storage, security and sharing of information

3 Information technology

Standard IT software: word-processing, spreadsheets, database, information retrieval(internet, intranet if available), email

Benefits: meeting individual needs, administration of treatments, efficiency ofadministrative processes, accuracy of records, communication, maintaining independence

Enhances activities of care workers and organisations: eg meeting needs of staff, businessadministration, efficiency, quality of service, meeting requirement of other agencies,accountability, audit

Legal considerations: health and safety (eg postural, visual, stress); data protection, accessto records


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Outcomes Assessment criteria for pass

To achieve each outcome a learner must demonstratethe ability to:

1 Explore communicationbetween people in health andsocial care

• apply relevant theories of communication to healthand social care contexts

• review the application of a range of communicationtechniques for different purposes used in health andsocial care work

• discuss the ways in which communicationinfluences how individuals feel about themselves

• describe ways of dealing with inappropriateinterpersonal communication between individuals

• analyse the use of techniques and strategies forsupporting communication between people withspecific communication needs

• evaluate workplace strategies, policies andprocedures for good practice in communication

2 Describe physical, culturaland legal influences oncommunication in health andsocial care

• analyse how methods of communication areinfluenced by individual values, culture and ability

• describe legislation and charters governing therights of individuals to communicate

• discuss the implications in health and social carecontexts of legislation and codes of practice relatingto records and communication of information aboutpeople

• analyse the effectiveness of organisational systemsand policies in relation to good practice incommunication

• suggest and justify ways of improvingcommunication systems in a health or care setting

• demonstrate ability to communicate appropriatelyusing a range of techniques

3 Explore the use ofinformation technology incommunications in health andsocial care

• demonstrate ability to access and use standard ITsoftware, used routinely, to support work in healthand social care

• analyse how the use of IT in health and social carebenefits service users

• critically evaluate how the IT supports and enhancesthe activities of care workers and careorganisations/agencies

• analyse health and safety legal considerations in theuse of IT


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Guidance

Delivery

A review of a range of communication skills may be a useful introduction to this unit. Learnerswould benefit from role plays, use of video, as well as from observations of communicationpractices in the workplace. Input by specialists eg a speech therapist, a sign language interpretermay help understanding. Guidance from placement supervisors may be helpful for learners tomaximise opportunities for gaining understanding from placement experience. Learners shouldbe familiar with the requirements of the Data Protection Act and with local workplace policiesregarding records and health and safety within the workplace.

Assessment

Learners will produce written work for the unit supported by appropriate expert witnesstestimony to demonstrate ability in communicating and use of software. Competence in the useof IT and diverse written forms of communications may be supported by materials and artefactsgenerated by coursework from any unit within the programme or from work activities.

Links

The necessary IT skills may be linked to achievement of a recognised qualification (eg IT KeySkills, ECDL). Demonstration and evaluation of learners’ own use of communication skills willbe assessed as part of Unit 4: Continuing Development A.

This unit links to S/NVQ Level 4 in Care units:

• SC14: Establish, Sustain and Disengage from Relationships with Clients

• SC15: Develop and Sustain Arrangements for Joint Working Between Workers andAgencies.

Resources

Access to IT facilities, including the internet and tutors with necessary expertise will benecessary to ensure sufficient competence is achieved in the use of IT software. Learners willneed to be familiar with the systems and processes of record keeping and communication withinthe workplace.

Support materials

Textbooks

Argyle M — The Psychology of Interpersonal Behaviour, 5th Edition (Penguin, 1994)ISBN: 0140172742

Dickson DA, Hargie O and Morrow NC — Communication Skills Training for HealthProfessionals, 2nd Edition (Nelson Thornes, 1996) ISBN: 0412 61450 2

Egan G — The Skilled Helper: A Systematic Approach to Effective Helping (Wadsworth)ISBN: 0534367313


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Hargie ODW — The Handbook of Interpersonal Skills, 2nd Edition (Routledge, London)

Hayes J — Interpersonal Skills at Work, 2nd Edition (Routledge Hove, 2002)ISBN: 0415227763

Mott J and Leeming A — Information and Communication Technology (Hodder andStoughton, 2002) ISBN: 0340804270

Tutors should be aware that textbooks are frequently updated and that they should use the latesteditions where available.

Websites

Websites that support the development of this unit include those of information andcommunication technology associations and employers. Learners must use this resource withcare, justifying the use of information gathered.

The following may be useful:

www.rnib.org.uk Royal National Institute for the Blind

www.rnid.org.uk Royal National Institute for the Deaf

Journals

Community Care

Nursing Times

Other materials

Tutors may wish to consider using video material to prompt discussion and raise awareness ofcommunication skills.


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Unit 2: Principles of Practice

Learning hours: 60


Description of unit

This unit develops understanding of the values and principles that underpin the practice of allthose who work in health and social care, particularly from the perspective of those withmanagement and leadership roles. Learners will explore formal and informal mechanismsrequired to promote good practice by individuals in the workforce including personal strategiesthat can influence the performance of others. The unit will provide supporting evidence forthose working towards S/NVQ Level 4 in Care and those who aim to work in health and socialcare professions.



1 Explore how the values of health and social care are demonstrated in health and socialcare settings

2 Analyse the impact of legislation and national policy initiatives on local policy andpractice

3 Analyse how a care worker in health and social care contributes to the development andimplementation of organisational policy

4 Critically evaluate the principles and theories that underpin practice and active support forthe individual

5 Evaluate ways to place the needs and preferences of the individual central to practice.


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Content

1 Values of health and social care

Examples from experience: as a care worker eg in different care roles, in different settings

Requirements: equality, diversity, discrimination, dignity, confidentiality, protection fromdanger, choice, access to information about selves

Protect: taking account of limitations, use relationships to promote rights, choice and well-being, dealing with and challenging discrimination

Impact of discrimination: identity, self-esteem, confidence

Care, support and attention: for individuals, family and friends, carers, groups andcommunities

2 Legislation and national policy initiatives

Relevant: to self, to those for whom responsible, other workers within the organisation,others external to the organisation

Legislation: on data protection, access to information, disclosure of information

Implications: changes to own practice, influencing and changing practice of others,personal development needs, development needs of others

Standards and guidance: about individuals, advocates etc, keeping individuals safe,protection from danger and harm

3 Development and implementation of organisational policy

Roles, responsibilities, accountabilities, duties

Benefits

Recommendations

4 Principles and theories

Theories: human growth and development, identity and self-esteem; communicating withindividuals, families, carers, groups and communities; managing loss and change; conflictsand dilemmas; stress and behaviour; power relationships

Supervision: supervision and appraisal

Factors: relationships, support networks that support health and well being


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5 Needs and preferences of the individual

Information: accessing, reviewing; about physical and mental health conditionsencountered in practice

Relationships: methods for forming, maintaining, ending; multi-disciplinary, multi-organisational

Approaches to supporting individuals: expressing wishes, needs, preferences; responsibilityfor own health and care; identifying how needs can be met; assessing and managing risks

Influences on own work: philosophies, principles, codes of practice, priorities


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1 Explore how the values ofhealth and social care aredemonstrated in health andsocial care settings

• describe, through examples from experience, howlegal and organisational requirements are applied toensure that the rights of individuals are met

• describe a range of ways in which care workersprotect the rights and interests of individuals

• analyse the impact of discrimination on individuals

• explain ethical dilemmas and conflict that may arisewhen providing care, support and protection

2 Analyse the impact oflegislation and nationalpolicy initiatives on localpolicy and practice

• explain the regulations, codes of practice, standardsand guidance relevant to work in health and socialcare

• analyse implications for own practice of legislationrelevant to own workplace

• explain how local policies and procedures can bedeveloped in accordance with national and policyrequirements

3 Analyse how a care worker inhealth and social carecontributes to thedevelopment andimplementation oforganisational policy

• analyse own role, responsibilities, accountabilitiesand duties in the context of those working withinand outside the workplace

• analyse benefits to others of own contributions todevelopment and implementation of organisationalpolicies

• evaluate how organisational policies, practices andguidance provide a framework to support own roles,responsibilities, accountabilities and duties in theorganisation

• make recommendations to develop owncontributions to meeting good practice requirements

4 Critically evaluate theprinciples and theories thatunderpin practice and activesupport for the individual

• apply relevant theory to practice situations

• explain the role of supervision and appraisal insupporting principles of practice

• analyse factors supporting well-being of individuals,families, carers, groups and communities

• evaluate own practice in relation to principles andtheories


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5 Evaluate ways to place theneeds and preferences of theindividual central to practice

• demonstrate ability to access and apply newknowledge to support own practice

• analyse the way relationships support individuals

• evaluate different approaches to providing supportfor individuals and key people

• critically evaluate the factors that influence ownwork with others within and outside the careorganisation

• present evidence of your practice


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Guidance

Delivery

Learners should be encouraged throughout to reflect on their own experience and observationsfrom workplace settings through class discussion, role play, use of case studies, issues arisingin the media etc. Tutor input will be required to support learner understanding of the legalframeworks that are applicable and also in identifying and applying relevant theories. Tutorsare encouraged to utilise the many links with other units to support delivery of this unit.

Assessment

It is recommended that learners are given time to develop their workplace experience,knowledge and understanding before assessment of this unit. Learners will be expected topresent evidence based substantially on their work in health and social care. Evidence may bedrawn from, for example, reflective writing in personal learning journals, case study examples,reflection on observation of others, feedback from others, review of organisational practices.Learners will be expected to identify and discuss relevant theories and be prepared to addressevidence needed to meet the assessment criteria that is not otherwise addressed by naturallyoccurring circumstances in the workplace.

Links

This unit links with and underpins many of the units directly connected with practice and withmanaging activities, in particular:

• Unit 1: Communicating in Health and Social Care

• Unit 9: Ensuring Best Outcomes for Individuals

• Unit 10: Understanding Abuse

• Unit 16: Understanding Specific Needs

• Unit 17: Community Development Work

• Unit 21: Supporting Significant Life Events

• Unit 22: Counselling Skills Development and Practice

• Unit 30: Vocational Practice in Health and Social Care.

The unit is intended to underpin the following S/NVQ level 4 units from the care award:

• O2: Promote People's Equality, Diversity and Rights

• O3: Develop, Maintain and Evaluate Systems and Structures to Promote the Rights,Responsibilities and Diversity Of People

• SC16: Assess Clients Needs and Circumstances

• SC17: Evaluate Risk of Abuse, Failure to Protect and Harm to Self and Others.

The unit also contributes to the underpinning knowledge for the S/NVQ level 5 StrategicManagement Unit A7: Establish Strategies to Guide the Work of Your Organisation andElement C6.3: Provide Guidance on Values at Work.


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Resources

Tutors need to be appropriately qualified and experienced in the care sector to cover theprinciples and the management aspects of this unit.

Library resources need to support the range of knowledge addressed.

Case study material will be essential, and can be provided by the tutor or can be based on thelearner's own working situations.

Access to video equipment may be valuable if college-based project work is to be used tosupplement, or in place of, work-based evidence.

Support materials

Textbooks

Holland K and Hogg C — Cultural Awareness in Nursing and Health Care An IntroductoryText (Hodder Arnold, 2001) ISBN: 0340731338

Webb R and Tossell D — Social Issues for Carers: Towards Positive Practice, 2nd Edition(Hodder Arnold, 1998) ISBN: 0340706252


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49

Unit 3: Ensuring Health and Safety

Learning hours: 60


Description of unit

The purpose of this unit is to provide the knowledge and understanding needed to ensure thatlearners understand their responsibilities in ensuring the health and safety of the workplace andthe people in it. Learners will gain a clear understanding of the implications of relevantlegislation for their own role and the implementation of policies and systems in their ownworkplace. The importance of record keeping, monitoring and review of health and safetypolicies and procedures will also be included. Elements of this unit should be contextualised toan appropriate setting in health and social care.



1 Explore how the requirements of all legislation relevant to the health, safety and securityof people in the workplace are implemented in a health or social care workplace

2 Analyse the ways in which compliance with requirements for the health, safety andsecurity of individuals impacts on service users, staff and upon the work of staff

3 Evaluate systems, policies and procedures for monitoring, review and development ofhealth, safety and security within a health or social care workplace.


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Content

1 Requirements of all legislation

Concepts of risk, safety, security: minimum risk, zero risk, risk for individuals, risk forproperty, public liability; hazard, restraint, accident prevention, first aid; protection fromharm, security versus safety; substances, practices, equipment, premises

Communicating information: policies and procedures, exemplar proformas, training,organisational culture, use of different media, exchange of information, record keeping,enforcement, compliance

Responsibilities: of service users, carers, support workers, managers, external agencies,visitors etc

Legislative requirements: current Health and Safety at Work Acts and associatedregulations and codes of practice (RIDDOR, COSHH, Moving and Handling etc), FoodActs, legislation and codes of practice relevant to specific health and social care settings egMental Health Acts

Technology: safety aids, security systems (personal and premises), maintenance,environmental (eg ventilation, temperature, purity systems): consequences of equipmentmalfunction/breakdown

2 Compliance with requirements

Care planning: meeting needs, ensuring safety, security, maximising wellbeing, principlesof good practice

Dilemmas: risk-benefit analysis, risk to self, risk to others, resource implications, differingpriorities between stakeholders (internal and external)

Own practice: eg changes to practice, needs, responsibilities, relationships with others,professionalism

Experience: in work/placement setting, non-work setting, public environment

3 Systems, policies and procedures

Monitored and reviewed: audit of risks, review of practice, learning from experience,updating of policies and procedures

Positive health and safety culture: individuals, teams, managers, organisation levels

Own contributions: responsibilities, compliance, training, practices, interactions withindividuals, groups, agencies

Management of health and safety: organisation responsibilities, monitoring and evaluatingprocesses, auditing, inspecting the workplace, use of MIS, management structure andrepresentation


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1 Explore how therequirements of alllegislation relevant to thehealth, safety and security ofpeople in the workplace areimplemented in a health orsocial care workplace

• evaluate different approaches to risk assessmentsused in health and social care environments

• review systems, policies and procedures forcommunicating information on health, safety andsecurity to people in the health or social careworkplace in accordance with legislativerequirements

• examine the responsibilities in a specific workplacefor the management of health and safety in relationto organisational structures

• analyse health, safety and security prioritiesappropriate for a specific health and social careworkplace

2 Analyse the ways in whichcompliance withrequirements for the health,safety and security ofindividuals impacts on serviceusers, staff and upon the workof staff

• analyse how information from risk assessmentsinform care planning for individuals andorganisational decision-making about policies,procedures

• discuss dilemmas encountered in relation toimplementing systems and policies for health, safetyand security and how these may be addressed

• analyse the impact of one aspect of health and safetypolicy on own practice with service users and inwork teams

• analyse effectiveness of own learning fromexperience in relation to health, safe and secureenvironments

3 Evaluate systems, policiesand procedures formonitoring, review anddevelopment of health, safetyand security within a health orsocial care workplace

• explain how health and safety policies and practicesare monitored and reviewed

• analyse the effectiveness of health and safetypolicies and practices in the workplace in promotinga positive health and safety culture

• evaluate own contributions to placing the needs ofindividuals at the centre in relation to health, safetyand security


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Guidance

Delivery

Teaching will be required for learners to gain an overall understanding of requirements ofrelevant legislation, regulations, policies and codes of practice for a range of health and socialcare work situations. Guidance will be necessary for learners to learn from the application ofthese to the specific circumstances of their employment or placement. Employers/placementswill need support so that learners have sufficient opportunity to explore policies and practicesof the workplace. Ideally, learners should participate in genuine risk assessments for individualsand the work environment.

Assessment

Learners will produce written evidence to meet the assessment requirements. Validation of theirevaluative account of one aspect of health and safety in the work place is recommended.

Links

Links may be made to:

• Unit 4: Continuing Development A

• Unit 11: Public Health

• Unit 20: Assistive Technologies

• Unit 23: Continuing Development B.

This unit also links to the S/NVQ Level 4 in Care:

• Unit SC17: Evaluate the Risk of Abuse, Failure to Protect and Harm to Self and Others

• Unit SC18: Plan and Agree Source Responses Which Meet Individuals’ Identified Needsand Circumstances.

Links may be drawn to the National Occupational Standards for Management Unit 37: Providea Safe, Healthy and Secure Working Environment.

Resources

Tutors should be conversant with the application of health and safety legislation in health andsocial care settings. Inputs from health and safety specialist tutors may be helpful to gainunderstanding of legislative requirements and their management.


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Support materials

Textbooks


A wide range of textbooks is available from the Health and Safety Executive, the followingmay be useful:

Health and Safety Executive — Health and Safety in Residential Care Homes (HSE Books,2001) ISBN: 0717620824

Morath J M and Turnbull J E — To Do No Harm Ensuring Patient Safety in Health CareOrganisations (Jossey Bass Wiley, 2004) ISBN: 078796770X

Sprenger R — Health and Safety for Management (Highfield, 2003) ISBN: 1871912040

Websites

Websites that support the development of this unit include those of health and safetyassociations and employers and health and social care organisations with details of health andsafety policy. The following may be useful:

www.britishsafetycouncil.org.uk British Safety Council

www.ento.org.uk Employers National Training Organisation

www.hse.gov.uk Health and Safety Executive

www.iosh.co.uk Institute of Occupational Safety and Health

www.rospa.co.uk Royal Society for the Prevention of Accidents

Web pages provide access to the most recent developments but learners must use this resourcewith care, justifying the use of information gathered.


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Unit 4: Continuing Development A

Learning hours: 60


Description of unit

This unit aims to encourage learners to develop as reflective practitioners. Learners will beexpected to complete a minimum of 200 hours of work experience in order to achieve this unit,which may be completed either on an unpaid basis or as an employee. Evidence for assessmentof the unit will originate from learners’ own practice, observations and learning in the practicesetting(s) supplemented by wider understanding and knowledge gained from all parts of thecourse and if appropriate, from wider experience. Learners will demonstrate their learning fromtheir experience in work experience or care employment. Learners could plan their ownpersonal development, monitor their progress and revise the plan as appropriate for achievingthe learning outcomes and personal targets. Learners will be expected to present a portfolio ofevidence that accurately reflects their abilities as reflective practitioners. Evidence fromworkplace settings should be validated and authenticated by appropriately qualified expertwitnesses.

It is essential that learners and assessors respect the confidentiality of information fromthe workplace at all times.



1 Analyse how personal values and principles influence individual contributions to work inhealth and social care settings

2 Produce, monitor, revise and evaluate plans for personal progress in developing the skillsand abilities required of a care worker

3 Analyse the application of principles of professional engagement with service users in aspecific setting

4 Demonstrate development of skills and understanding in relation to working with otherworkers in health and social care contexts.


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Content

1 Values and principles

Personal values: eg beliefs and preferences, culture, political perspectives, interests andpriorities, change over lifespan to date

Culture and experiences: eg family, ethnicity, belief, education, employment, age andgender, life events,

Values and principles: equal rights, diversity, confidentiality, protection from abuse andharm

New developments: legislation, policies, research, priorities and targets

Changes to personal values: influence of eg overcoming of tensions between personalvalues and principles of good practice, differences relating to values of others (eg serviceusers, workplace organisation, other people with whom you work)

2 Plans for personal progress

Own abilities and learning styles: practical skills, interpersonal skills, application topractice, level of performance, learning experiences and preferred learning style

Personal development plan: for acquiring new skills, updating practice, learning, careerdevelopment; 3 months, 1 year, 5 years

3 Principles of professional engagement

Professional relationships: with individuals, their family and friends, team members, linemanagers, workers in other agencies; rights and responsibilities of service users versus careworkers and others, professional codes, trust, advocacy, empowerment,

Models of support: medical health v social model; individual benefit versus organisationalbenefit etc

Dilemmas: risk, abuse, challenging behaviour, conflict, ethics, confidentiality v disclosure,expectations changing over time, conflicts between principles of good practice and valuesof others

Own role: eg meeting service user needs, provider of health and social care services,facilitator, advocate, advisor, counsellor, mentor etc

Barriers: miscommunication, different professional codes of practice, group cohesiveness,personalities etc


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4 Working with other workers

Own contribution: skills, knowledge, understanding, communicating information,responsibilities

Collective effectiveness of teams: meeting service user needs and expectations, improvingteam performance, supporting other team members, meeting objectives, formal andinformal roles within organisational structures and systems

Barriers: interpersonal interactions; professional codes, differing priorities, expectations,experience, accountability


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1 Analyse how personal valuesand principles influenceindividual contributions towork in health and social caresettings

• compare personal values and beliefs with the valuesand principles of care

• analyse how your own culture and experienceinfluences your contributions to support for serviceusers and other people in the workplace

• explain how new developments impact upon yourrole as a care worker

• discuss how changes to personal values havecontributed to your development as a care worker

2 Produce, monitor, revise andevaluate plans for personalprogress in developing theskills and abilities required ofa care worker

• assess your own abilities and preferred learningstyles

• produce and justify a personal development planwith short-, medium- and long-term aims andoutcomes

• monitor your progress against the personal plan on aregular basis, revising the plan as required

• evaluate the effectiveness of the personaldevelopment plan to your development as a careworker

3 Analyse the application ofprinciples of professionalengagement with serviceusers in a specific setting

• analyse the nature of different professionalrelationships in health and social care contexts

• analyse the effectiveness of different models ofsupport used in health and social care settings

• critically analyse own role in promoting theindividual’s choice, ability and right to care for andprotect themselves

• describe how dilemmas encountered in professionalrelationships may be dealt with

• analyse personal effectiveness in supporting serviceusers, their family and friends


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4 Demonstrate development ofskills and understanding inrelation to working withother workers in health andsocial care contexts

• evaluate own contributions to the work teams towhich you belong

• discuss how your contributions influence thecollective effectiveness of the different teams ofwhich you are a member

• describe the limits of your work role and how theseimpact on your work with others

• analyse barriers to effective teamwork and your rolein minimising such barriers in the teams in whichyou work

• suggest ways for improving personal contributionsand collective effectiveness of a team of which youare a member


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Guidance

Delivery

An introduction to concepts of learning styles and recognition of the preferred learning styles ofthe learner is recommended. A baseline self-assessment may be a useful starting point.Strategies for development planning could be explored using discussion and examples.Learners will need individual support in devising appropriate plans through tutorials andmeetings with work-place mentors etc. Liaison with work-based mentors would berecommended to ensure learner experience in practice settings is appropriate for all the learningoutcomes and assessment criteria in the unit to be addressed. Learners will need guidance aboutpresenting evidence so that it adequately reflects their abilities as a developing care worker.

Assessment

Learners will present a portfolio of evidence to demonstrate their developing skills, knowledgeand abilities as individuals and developing care workers. Evidence may take the form of expertwitness testimony, observation records, assignments, reflective accounts, descriptive reportsand artefacts. Learners will be expected to ensure confidentiality of all evidence from theworkplace/placements. Evidence from another unit in the Higher National programme or fromother qualifications (eg an S/NVQ) may be presented if relevant but must be fully cross-referenced to the assessment criteria of this unit. If evidence from other sources is used, verifiedcopies of the evidence are acceptable. Evidence would normally include a journal maintainedfor the duration of the programme and assessment would not usually be finalised until the endof the programme or until Unit 23: Continuing Development B is commenced. There should beclear evidence of personal progression throughout the period of assessment. The 200 hours ofexperience working in health and social care work is a minimum requirement for achievementof this unit and verified evidence of time spent in work experience should be included withinthe personal development portfolio.

Links

This unit should be completed before Unit 23: Continuing Development B.

The unit links to S/NVQ Level 4 units:

• CU7: Develop One’s Own Knowledge and Practice


• SC16: Assess Clients Needs and Circumstances.

Resources

Access to professional/continuing development plan proformas would be useful.


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Support materials

Textbooks


Bolton G — Reflective Practice (Paul Chapman Publishing, 2000) ISBN: 076196729X

Jasper M — Beginning Reflective Practice (Nelson Thornes, 2003) ISBN: 0748771239

Taylor J — Study Skills in Health Care (Nelson Thornes, 2003) ISBN: 0748771190

Magazines, journals and other publications

Community Care

Nursing and Residential Care

Nursing Standard

Nursing Times

Websites

Websites that support the development of this unit include those of health and social careassociations and employers. The following may be particularly useful:

www.communitycare.org.uk Website for Community Care magazine

www.scie.org.uk Social Care Institute for Excellence

www.skillsforhealth.org.uk Sector Skills Council for Health

www.topss.org.uk Portal for National Training Organisations for GB nations

Learners should be encouraged to consult a wide range of commercial websites to support theevidence they develop for this unit.

Web pages provide access to a further range of internet information sources. Learners must usethis resource with care, justifying the use of information gathered.


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Unit 5: Working in Partnership

Learning hours: 60


Description of unit

The model of working in partnership is a cornerstone of legislation and policy in health andsocial care. This unit aims to provide learners with the opportunity of exploring three levels ofpartnership. Firstly, at service user level between users and professionals, secondly, at inter-professional level between practitioners, and thirdly at organisational and policy level. Learnerswill draw upon a range of knowledge theories and research findings including those from otherunits, for example Unit 1: Communicating in Health and Social Care, Unit 2: Principles ofPractice, Unit 17: Community Development Work and Unit 21: Supporting Significant LifeEvents. Learners will also need to investigate positive and negative outcomes regardingpartnership for service users, professionals and organisations across a range of provision inhealth and social care, including statutory and voluntary.



1 Explain the concepts of partnership in a range of health and social care services

2 Review existing practices of partnership at service user, professional and organisationallevel

3 Evaluate the partnership outcomes, at all levels, for service users, practitioners andorganisations.


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Content

1 Concepts of partnership

Partnership philosophies: empowerment of service users, independence and autonomyversus ‘expert’ or ‘medical’ model of service user

Relevant legislation affecting partnership working: a range of significant legislationrelating to health, social care, housing, criminal justice, education, mental health, disability,welfare benefits eg The Children Act 1989, The NHS and Community Care Act 1990

Policy documents: local, regional, national produced by eg government departments,agencies, specialist units, voluntary agencies

2 Practices of partnership

A range of service user groups: children, young people in care, patients, people withphysical disability, people with learning disabilities, elderly service users, ethnic groups,people with mental health issues etc

Interprofessional practice: roles and responsibilities of working in partnership; leadagency, decision making forums; dealing with conflict, barriers to partnership, sharing ofinformation, confidentiality.

Organisations: statutory, voluntary, private, not-for-profit, independent

Organisational practices and policies: statutory agency policy, voluntary agency policy,private agency policy

3 Partnership outcomes

Positive and negative outcomes for service users: eg transparency of information, improvedservices, empowerment, harm, loss of self esteem, anger, neglect

Negative outcomes for practitioners and organisations: eg breakdown of communication

Reducing negative outcomes: improving communication, practitioner involvement


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1 Explain the concepts ofpartnership in a range ofhealth and social care services

• explain the concept of partnership

• investigate partnership relationships across a rangeof health and social care services

2 Review existing practices ofpartnership at service user,professional andorganisational level

• research developments in working in partnership fora range of different users

• review evidence of interprofessional practice ofworking in partnership

• review organisational practices and policiesregarding working in partnership

• describe how differences in organisational practicesand policies affect collaborative working

3 Evaluate the partnershipoutcomes, at all levels, forservice users, practitionersand organisations

• analyse possible positive and negative outcomes inpartnership working from a range of service users

• analyse the potential impact of negative outcomesfor practitioners and organisations if partnershipbreaks down

• devise strategies to reduce negative outcomes


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Guidance

Delivery

This unit requires formal classroom delivery through analysis of a variety of significantlegislation and policy documents relating to working in partnership. Tutors are advised toencourage the learner to analyse a variety of research findings looking at service userperspectives. This would involve looking at partnership. Learners would also benefit fromprofessional input, evaluating the concepts and practice of partnership for professionalsworking in different agencies.

Assessment

Evidence for this unit should demonstrate understanding of where the complexities of workingin partnership at service user, professional and organisational levels occur. Understanding willneed to be demonstrated through a broad range of referenced evidence of how difficult andcomplex working in partnership with some service users can be. Moreover, inter-professionalmodels of working in partnership will need to be considered and their strengths and weaknessesreviewed. At organisational levels practices from different agencies in health and social carewill need to be analysed and outcomes considered.

Links

This unit underpins and is linked with:


• Unit 2: Principles of Practice


• Unit 21: Supporting Significant Life Events.

This unit also links to the Level 4 S/NVQ in Care:

• SC15: Develop and Sustain Arrangements for Joint Working between Workers andAgencies


• SC18: Plan and Agree Source Responses Which Meet Individuals’ Identified Needs andCircumstances.

Resources

Tutors will need sound knowledge of the working practices of a range of different services inhealth and social care, housing and education. The philosophy of working in partnership willneed to be outlined with reference to The Children Act 1989, The NHS and Community CareAct 1990 and the Working Together 1999 document and current and emerging policyinitiatives. It must, however, be emphasised that this unit is about the implementation ofworking in partnership with service users, professionals and organisations across a range ofservices and not just in relation to children. Access to policy on partnership from differentorganisations would be useful as would evidence from a range of contexts, for example healthand social care, housing and education.


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Support materials

Textbooks

Edwards K — Partnership in Mental Health Care (Churchill Livingstone, 2004)

Glasby J and Peck E (Editors) — Care Trusts: Partnership Working in Action (RadcliffeMedical Press, 2003) ISBN: 1857758218

Morris J — Community Care, Working In Partnership With Service Users (Venture Press,1997) ISBN: 1873878915

Watson N — Working in Partnership with Schools (Grove Books, 1995) ISBN: 1851743065

Other texts

Local Authorities and the Police: Working in Partnership (Association of MetropolitanAuthorities, 1993)

Working in Partnership: A Collaborative Approach To Care (HMSO, 1994)

Websites

www.communitycare.org.uk Community Care magazine

www.jrf.org.uk Joseph Rowntree Foundation

www.open.gov.uk Government Website portal

www.surestart.gov.uk/docs Surestart


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Unit 6: Health and Social Care ResearchProject

Learning hours: 60


Description of unit

This unit requires learners to integrate knowledge, skills and, where appropriate, competenceacross units.

Learners will explore a range of perspectives that influence research design and analysis ofdata. The uses of research in health and social care and the importance of ethical practice inresearch will be considered. Learners will be required to prepare a proposal for a researchproject, obtain data from both primary and secondary sources and present findings. Learnerswill critically evaluate their project and make recommendations for further study. Learners willbe required to prepare and carry out individual research project.



1 Explain the values and processes used in health and social care research

2 Conduct a piece of research in health and social care

3 Analyse and present findings of the research

4 Evaluate the research carried out.


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Content

1 Values and processes

Perspectives: positivism, interpretivism, scientific method

Ethical codes and ethics committees: accountability, validity, informed consent,confidentiality, dissemination of results from the research

Ethical dilemmas: beneficence and non-maleficence, reliability and authenticity, privacy,confidentiality and dissemination of results, selection of participants

Benefits of research in health and social care: eg developing practice, provision ofservices, personal and professional development

2 Conduct

Proposal: aims, objectives, rationale, methodology for data collection and analysis,selection of participants expected outcomes

Design: purpose, approach, scope, methodology, research instruments

Consents: course leader, required protocol of any organisation(s) involved in the research(eg college head of department, voluntary agency management committee, NHS Trustethics committee), participants

Primary methods: observation, interview, questionnaire, experiment

Secondary sources: journals, textbooks, public media, internet

3 Analyse and present

Research data: primary, secondary; qualitative, quantitative

Formats: text, tabular, chart/graphical

Academic referencing: eg Harvard system

Review: how to review papers/journals, abstract journals, electronic journal, electronicsearches, conferences etc

Conclusions: validity, reliability, objectivity of method, advancement of knowledge andunderstanding

Recommendations: methodology, for the advancement of knowledge and understanding,research into practice

4 Evaluate

Values and perspectives: eg philosophical perspective, theoretical model of used, personalvalues

Ethical considerations: protection of participants, accountability, resource limitations (egfunding, time, sample size)


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1 Explain the values andprocesses used in health andsocial care research

• describe different perspectives that can influence thedesign of health and social care research

• explain the role of ethical codes and ethicscommittees in research

• explain ethical dilemmas arising in research inhealth and social care

• discuss the benefits of research to practice

2 Conduct a piece of researchin health and social care

• prepare a proposal for health and social careresearch on a defined topic

• justify the research design

• explain strategies adopted to deal with potentialethical issues

• obtain appropriate consents for the research

• use two primary methods of research

• use secondary sources to support the research

3 Analyse and presentfindings of the research

• analyse the research data obtained

• present the findings of the research using a range offormats and an academic referencing system

• draw conclusions from the research

• make recommendations for further study

4 Evaluate the research carriedout

• evaluate the research design and methodology

• discuss how the values and perspectives influencedthe research outcomes

• analyse the influence of ethical considerations onthe conclusions drawn from the research

• critically assess how the research findings could beused to advance health and social care practice


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Guidance

Delivery

A review of research terminology and basic methodological techniques is recommended tointroduce the unit. Learners will be expected to understand the processes involved in researchincluding action planning and presentation of findings. Tutor input will be required for learnersto gain a basic understanding of the philosophical perspectives that can underpin research inhealth and social care. Tutors should guide learners carefully regarding the appropriateness andfeasibility of the planned primary research.

Discussion and analysis of contrasting reports of health and social care research, input fromresearch-active professionals, scrutiny of different ethical codes and of procedures for gaininglocal ethics committee consent would be helpful. Research to be carried out in the learnerworkplace must be approved in advance by written consent from workplace managers and/orrelevant ethical committees and tutors should check that this has been obtained.

Tutors will need to monitor the progress of the individual projects through tutorials to ensurethat each learner’s project will enable the assessment criteria to be met. Support fromworkplace supervisors/managers during the conduct of research carried out in the workplace isalso recommended.

Assessment

Evidence for assessment will be in the form of an analytical report together with a self-evaluation and supporting artefacts (eg consent documents, questionnaires, interview schedules,transcripts, presentation tools eg PowerPoint printout, overhead transparencies, witnesstestimony etc).

Links

The unit builds on an understanding of basic principles and concepts used in social research.Links might be made to any of the units within the Higher National programme, depending onthe topic chosen for research. If appropriate, the research project may be designed to meetworkplace/employer purposes provided all assessment criteria can be fully met. Links may alsobe made to S/NVQ Level 4 in Care Unit CU7: Develop One’s Own Knowledge and Practice.

Resources

Tutors should have experience of research in social sciences and preferably related to health orcare. Learners should have access to academic literature on health and social care as well as tospecific journals. Learners will need access to statistical data and should be able to use IT datahandling software and the internet.


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Support materials

Textbooks

Bannister P et al — Qualitative Methods in Psychology (Open University Press, 1994)ISBN: 0335191819

Bell J — Doing Your Research Project, 3rd Edition (Open University Press, 1999)ISBN: 0335203884

Blaxter L et al — How to Research (Open University Press, 1996) ISBN: 0335209033

Bowling A — Research Methods in Health (Open University Press, 1997) ISBN: 0335206433

Denscombe M — Ground Rules for Good Research (Open University Press, 2002)ISBN: 0335206514

Denscombe M — The Good Research Guide, 2nd Edition (Open University Press, 2002)ISBN: 0335213030

Fowler F J — Survey Research Methods, 2nd Edition (Newbury Park: Sage Publications, 1988)ISBN: 0761921915

Gomm R, Needham G and Bullman A — Evaluating Research in Health and Social Care(Sage/The Open University, 2000) ISBN: 0761964916

Green S — Research Methods in Health, Social and Early Years Care (Cheltenham, StanleyThornes, 2001) ISBN: 0748754628

Haralambos M and Holborn M — Sociology: Themes and Perspectives, 5th Edition (Collins,2000) ISBN: 000715447X

Hinton P — Statistics Explained: A Guide for Social Science Students (London: RoutledgePublishing, 1995) ISBN: 0415332850

Hosker I — Social Statistics (Studymates, 2002) ISBN: 1842850040

Sapsford R and Abbot P — Research Methods for Nurses and the Caring Professionals (OpenUniversity Press, 1992)

Walsh M — Research Made Real (Cheltenham Stanley Thornes, 2001) ISBN: 0748758410


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Specialist

units


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77

Unit 7: Social Policy

Learning hours: 60


Description of unit

This unit introduces learners to the many factors which influence social policy. Included arehistorical, conceptual, political, regional, national and other agents of social change. Theireffect on welfare provision will be explored. The unit may encompass a variety of health andsocial care sectors in the United Kingdom. Analysis of welfare policy ‘landmark’ provision willenable learners to evaluate sufficiency and deficiency in provision. Tracing developments fromthe period prior to 1945 to the present, learners will be able to compare and contrast majorcompeting perspectives. Reviewing a selection of national models of provision will allow forconsideration of some alternative perceptions and deliveries of welfare services. Keycontemporary issues for policy makers, welfare recipients, providers and all stakeholders willbe examined.



1 Understand salient historical and contemporary landmarks in social welfare provision

2 Analyse the origins of welfare policies and the impact on the service user

3 Investigate recent developments in health and social care policy.


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Content

1 Historical and contemporary landmarks

Pre-1945 provision and perspectives: 19th century concepts: the role of religion, thevoluntary sector in welfare: early 20th century Liberalism and the foundations of Britishwelfare, votes for women etc

1945-1979: World War II, its effects on provision and attitudes to welfare; post-war‘consensus’ and differences; influence of Butler, Gaitskell, Beveridge and Bevan; theending of consensus

1979-present: the New Right and Thatcherism, New Labour and social inclusion, importantlegislation and health and social care initiatives

2 Welfare policies

The roles of institutions: parliament, local government, civil service, government agencies,political parties, committees, enquiries, legislative process, green/white papers, debate

Influences on policy: less eligibility, universality, selectivity, welfare state, welfare to work,charters; movements: pressure groups, campaigns; political spectrums and ideology; left,right, centre; Marx and Manheim

Impact of policy on users: examples relevant to chosen Act

3 Recent developments

Current initiatives: gender, ethnic issues, poverty and social security, health and healthservices, community care, disability, crime and criminal justice

Impact: on service users

National models: England, Northern Ireland, Scotland, Wales and European examples


79




1 Understand salient historicaland contemporarylandmarks in social welfareprovision

• identify key historical landmarks in social welfare,focusing on the period up to 1945

• outline evolution of health and social care policiesfollowing World War II until 1979

• outline health and social care policies from 1979 tothe present day

2 Analyse the origins ofwelfare policies and theimpact on the service user

• identify and analyse the processes involved indevelopment of a key Act of Parliament

• analyse the factors that influenced the key themesand concepts in the Act

• evaluate the impact of the Act on service users

3 Investigate recentdevelopments in health andsocial care policy

• identify current policy initiatives in all health andsocial care

• evaluate the impact of these policy initiatives onservice users

• analyse the differences in formation and adaption ofsocial policy initiatives from other nationalperspectives


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Guidance

Delivery

Delivery could include short lectures, seminar presentations, focused discussions, structuredtasks, exercises, specialist, professional and service user speakers, illustrative visits and multi-media materials. The breadth of the subject requires some topic selectivity in conjunction withsupport for assessment opportunities.

Assessment

Evidence should be generated using a variety of assessment tools, including informal,alternative methods as well as more formal assessment, within a coherent, planned, unitassessment strategy. This should include seen timed papers, essays, short ‘tests’, individual andgroup verbal/visual presentations, micro-research collations, literature surveys, compilation ofglossaries and role-plays.

Links

Links can be made to:

• Unit 8: Social Context of Health and Social Care


• Unit 19: Contemporary Issues in Health and Social Care.

Links may also be made with units from the S/NVQ Level 4 in Care units:



Resources

It is recommended that tutors have appropriate experience in teaching social policy and havegood understanding of health and social care perspectives and developments. The vocationalexperiences of learners are invaluable in providing case material, particularly with support fromemployers or placement supervisors. Observation visits could be useful.

Reading could include publications such as — Political Quarterly, Journal of Social Policy,Sociology and Institute for Public Policy Research. Other relevant material includes local andnational government publications, parliamentary and enquiry reports, university andprofessional papers.


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Support materials

Textbooks

Alcock C, Payne S and Sullivan M — Introducing Social Policy (Prentice Hall/PearsonEducation, Harlow, 2000) ISBN: 0131231251

Baldock J, Manning N and Vickerstaff S — Social Policy (a Reader) (OUP Oxford, 2003)ISBN: 01992 58945

Blakemore K — Social Policy, an Introduction (Open University Press, Buckingham, 1998)ISBN: 0335208479

Brayne H and Martin G — Law for Social Workers (Blackstone Press, London, 1993)ISBN: 1841741973

Glennerster H — Paying for Welfare Towards 2000 (Harvester Wheatsheaf, London, 1992)ISBN: 0134420136

Hantrais L — Social Policy in the European Union (Macmillan, Basingstoke 1995)ISBN: 0333920082

Hill M — New Agendas in the Study of the Policy Process (Harvester Wheatsheaf, London,1993) ISBN: 0745012922

Johnson N — Reconstructing the Welfare State; a Decade of Change 1980–1990 (HarvesterWheatsheaf, London, 1990)

Lavalette M and Pratt A — Social Policy a Conceptual and Theoretical Introduction, 2ndEdition (Sage, 2001) ISBN: 0761969535

Lewis G, Gewirtz S and Clarke J — Rethinking Social Policy (Sage/Open University, 2000)ISBN: 0761967559

Mishra R — The Welfare State in Capitalist Society; Policies of Retrenchment andMaintenance in Europe, North America and Australia (Harvester Wheatsheaf, London, 1990)ISBN: 0745002110

SE Curtis — Health and Inequality (Sage, 2003) ISBN: 0761968237

Timmins N (editor) — The Five Giants; A Biography of the Welfare State (HarperCollins,London, 2001) ISBN: 000710264X

Vernon S — Social Work and the Law (Butterworths, London, 2003) ISBN: 0406894272

Walsh M, Stephens P and Moore S — Social Policy and Welfare (Stanley Thornes)ISBN: 0748745912


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Unit 8: The Social Context of Health andSocial Care

Learning hours: 60


Description of unit

In this unit, learners will gain an understanding of sociological concepts and their application topolicy making and care practice in health and social care. Factors that contribute to health andwellbeing will be examined from a sociological perspective and health inequalities will beexplored. Learners will develop an understanding of how social factors influence the provisionand delivery of health and social care services and their role as a key determinant affectinghealth and social care outcomes for individuals.



1 Explore the nature of contemporary society

2 Analyse how social inequalities influence the life chances and health status of individuals

3 Analyse contemporary social and health issues using sociological concepts.


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Content

1 The nature of contemporary society

Political and economic constructs: systems of stratification: age, gender, race, social class;households, marriage and divorce

Societal change: demographic: population profiles, national, regional; economic: wealth,technological development

Social constructs: family, community, education, work, unemployment, leisure

Cultural values and beliefs: related to diversity, ethnicity, religious belief, distribution ofwealth etc

Implications for health and social care sector: services, resources, access

2 Social inequalities

Sources of data: the census, birth and death registrations, population estimates andprojections, population locations

Sociological perspectives: conflict and consensus theories, social construct theories

Inequalities in health and social care: biological factors (heredity, individual biology),needs, access, outcomes etc

Health status: physical health, mental health, mobility, immune status etc

Life chances: education opportunity, housing, social networks, employment, affluence,lifestyle choices, risks (eg accidents, deviant behaviours), access to support etc

3 Contemporary social issues and problems

Sociological definitions: health, illness, disability

Social issues and problems: population change: eg proportion of working age, populationmobility, pensions, changing care needs and expectations; work: eg stress, changing natureof work, unemployment, distribution of wealth; technological advances: eg in therapies,assistive technologies, expectations; lifestyle choices: leisure, activity, substance misuse;role of politics, media and public opinion

Social inequalities: life chances, physical environment: eg housing, transport, urban versusrural, pollution; choice and access to services: education, social, health; resources: egearnings, benefits, time; ability to compensate for biological factors influencing health andwellbeing


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1 Explore the nature ofcontemporary society

• identify political and economic constructs used todefine society

• describe factors and trends that reflect currentsocietal change

• analyse the role of social constructs in shapingsocial expectations

• discuss the influence of cultural values and beliefson society

• evaluate the implications of societal change for thehealth and social care sector

2 Analyse how socialinequalities influence the lifechances and health status ofindividuals

• research and use data to describe inequalities inhealth and care

• analyse how social factors influence health status

• analyse how social factors influence life chances

3 Analyse contemporarysocial and health issuesusing sociological concepts

• apply sociological concepts to definitions of healthand well-being

• explain how social problems are sociallyconstructed

• analyse social inequalities from a sociologicalperspective

• evaluate possible responses to social issues andproblems and their consequences for the health andwell-being of individuals in society

• evaluate the implications of social issues andproblems on health and social care services


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Guidance

Delivery

Discussions in class groups are likely be a key feature of the delivery of this unit. Seminars anddebates will be valuable in developing the interpretive and analytical skills that form anessential part of sociological discourse. Some structured input on different sociologicalperspectives may be required but learners should be encouraged to reflect on their ownobservations and experiences and use these as the basis for developing an understanding ofsociological concepts. Learners should also be encouraged to consider the role of culturalvalues, political expediency and public opinion in the construction of social problems.Activities involving the interpretation and analysis of case studies, demographic and other datawill be necessary. Input from specialists, eg community workers, may be helpful.

Assessment

Evidence for this unit may be generated through case studies which may be learner-devised orscenario-based. Learners should be able to justify, through the use of sources, how social issuesmay be perceived as social problems.

Links

This unit links to the following units in this qualification:


• Unit 7: Social Policy



Resources

Tutors will need to have a sound knowledge of the broad perspectives of the social sciences.

Library resources will need to include a good selection of basic sociological texts, plus booksmore specifically devoted to analyses of social problems. Access to demographic, social andhealth statistics will be necessary.

Support materials

Textbooks

Barry A M and Yuill C — Understanding Health A Sociological Introduction (Sage, 2002)ISBN: 0761973079

Journals

New Statesman

Sociology Today


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Websites

www.communitycare.co.uk

www.cre.org.uk Commission for Racial Equality

www.drc.org.uk Disability Rights Commission

www.eoc.org.uk Equal Opportunities Commission

www.hpa.org.uk Health Protection Agency

www.Societyguardian.co.uk

www.statistics.gov.uk National Statistics Online

www.stonewall.org.uk Stonewall


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Unit 9: Ensuring Best Outcomes forIndividuals

Learning hours: 60


Description of unit

In this unit learners will explore the factors that are necessary to promote the rights of serviceusers to privacy, self esteem, fulfilment, dignity, choice, respect and security for themselvesand their property. Learners will investigate how to manage services so that service users canparticipate in decisions about their care and maximise their independence as well as the systemsfor assessing and minimising risk. An understanding of the effects of legal, policy, practice andorganisational influences, as well as the importance of access to information andcommunication between individuals will be gained. Potential barriers that inhibit participation,independence and social inclusion will also be investigated. Strategies to empower individuals,ensure their safety through assessment of risk and to maximise their wellbeing will bediscussed. Learners will also examine good practice in the administration of medication.



1 Explain how the design and review of services promotes and maximises the achievementof best possible outcomes for individual service users

2 Analyse how participation and independence can be promoted to ensure the achievementof best possible outcomes for individual service users

3 Critically analyse the responsibilities of managers in managing and monitoring risk fromabuse, failure to protect and harm to self and others

4 Justify how good practice in systems for the administration of medication contribute tothe achievement of best outcomes for the individual service users.


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Content

1 Design and review of services

Legislation and national service standards: Care Standards Act and relevant currentlegislation including that for health and safety; Care Standards Commission, inspectionprocesses; powers, duties, responsibilities, accountabilities, entitlements; organisations:providing services for vulnerable people

Factors: policies, procedures; staffing (eg levels of staffing, shift patterns, continuingdevelopment); individual: level of dependence, changing health status

Communication: methods to overcome differences in communication (eg second language,sensory impairment, learning disability); accessing and recording information needed fornational service standards and achieving best outcomes for individuals; for continuousimprovement (eg feedback, complaints, comments, inspection, recommendations forimprovement etc)

2 Participation and independence

Factors affecting independence and choice: dependence, independence, choice, constraint,empowerment; physical, social, emotional, intellectual factors; changing needs, access toinformation, participation in decision-making

Organisational systems: ensuring performance of workers, sources of information forindividuals, empowering individuals

Tensions: eg safety versus independence, rights, responsibilities; individuals, others

3 Risk from abuse, failure to protect and harm

Causes of physical or psychological abuse to vulnerable adults: denial of rights eg toprivacy, self esteem, fulfilment, ownership of property, dignity, choice, respect, safety;social, cultural influences; organisational factors: eg staffing levels; self harm and how itarises; group dynamics and group living, abuse of one service user by another

Signs of abuse to vulnerable adults: physical and psychological abuse; absence ofindications of well being, patterns of social and emotional behaviour; individual serviceuser, other residents, workers, family and other contacts; health deterioration associatedwith abuse; scapegoating; benchmarks for healthy level of complaint and expression ofconcerns

Effective management of risks: legislation; acceptable and unacceptable risk; protectionfrom unacceptable risk; national service standards; assessing and recording risk, complaintsprocedures, participation in creating abuse-free environment; leadership style, whistle-blowing policy

4 Administration of medication

Handling of medication: ordering and maintaining, administration, storage, recording,disposal

National standards: standards; legislation; national enquiries eg the Shipman Enquiry;ethical issues; service user choice; acceptable risk


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1 Explain how the design andreview of services promotesand maximises theachievement of best possibleoutcomes for individualservice users

• explain how legislation and national servicestandards influence organisational policies andpractices for achieving best possible outcomes forindividuals

• analyse factors that may affect the achievement ofbest possible outcomes for individuals

• analyse how communication between care workersand individuals contribute to the delivery ofoutcomes

2 Analyse how participationand independence can bepromoted to ensure theachievement of best possibleoutcomes for individualservice users

• describe factors that may contribute to loss ofindependence, non-participation and socialexclusion for vulnerable people

• identify and explain processes and supportmechanisms to maximise independence and choicefor individuals

• analyse how organisational systems may bemanaged to promote participation and independencefor individuals

• analyse the tensions that arise when balancing therights of the individual to independence and choiceagainst the care provider’s duty to protect

3 Critically analyse theresponsibilities of managersin managing and monitoringrisk from abuse, failure toprotect and harm to self andothers

• through a case study, explain how the extent towhich an individual is at risk of abuse or harm isidentified

• evaluate the options for protecting the selectedindividual from abuse whilst balancing legislationrequirements and guidance with the tensionsinvolved

• critically analyse, for a known setting, theeffectiveness of policies, procedures and managerialapproach for promoting management of risks

• justify recommendations for improving managementapproaches to managing risks in the setting chosen

4 Justify how good practice insystems for theadministration ofmedication contribute to theachievement of best outcomesfor the individual serviceusers

• explain the legislation, guidance, codes of practiceand policy that apply to the handling of medication

• analyse how national service standards promote safepractice in the handling of medication

• evaluate, using a known setting, the effectiveness ofpolicies and procedures for administeringmedication in achieving best possible outcomes forservice users


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Guidance

Delivery

Learners experiences from the workplace may be drawn out through class discussion and maybe usefully facilitated by exploration of provided case studies, examples from the media etc.Care should be taken to protect the confidentiality of service users.

Assessment

Learners will need to provide clear evidence of an understanding of theory and ability to link itto practice. Learners will need to show that they can think about all relevant aspects of thesocial environment beyond the social care setting as well as the setting itself. The assessmenttasks should require the learner to analyse real case material.

Links

This unit is linked to other units within this qualifications:



• Unit 21: Supporting Significant Life Events.

The learning programmes for the units could be linked and the assessments could be integrated.

This unit is strongly linked with S/NVQ Registered Managers Level 4:

• Unit RM1: Manage a Service Which Meets the Best Possible Outcomes for the Individual.

Links may also be made with S/NVQ Level 4 Care:

• Unit O2: Promote People’s Equality Diversity and Rights

• Unit SC16: Assess Clients Needs and Circumstances

• Unit SC17: Evaluate Risk of Abuse, Failure to Protect and Harm to Self and Others

• Unit SC18: Plan and Agree Service Responses Which Meet Individuals Identified Needsand Circumstances.

Resources

A tutor with good knowledge of the management of social care will be required to support thelearning for this unit.


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Support materials

Textbooks

Texts on welfare and rights are useful but care should be taken to ensure that they areappropriate for current legislative frameworks and guidance. Some examples include:

Baillie L — Developing Practical Nursing Skills (Hodder Arnold, 2001) ISBN: 034076256X

Denham MJ — Continuing Care for Older People (Nelson Thornes, 1997) ISBN: 0748731822

Miller J — Social Care Practice (Hodder Arnold, 1996) ISBN: 034065516X

Richards J — Caring for People — A Lifespan Approach (Nelson Thornes, 1999)ISBN: 0748739009

Toft C — Care and Registered Manager’s Award at S/NVQ Level 4 (Hodder Arnold, 2003)ISBN: 0340876050

Journals

Care and Health

Community Care

Nursing Times

Residential Care Home Manager

Websites

www.ccwales.org.uk Care Council Wales

www.csci.org.uk Commission for Social Care Inspection

www.doh.gov.uk Department of Health

www.hsj.co.uk Health Service Journal

www.niscc.info Northern Ireland Social Care Council

www.scie.org.uk Social Care Institute of Excellence

www.sssc.uk.com Scottish Social Services Council

www.topss.org.uk TOPSS


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Unit 10: Understanding Abuse

Learning hours: 60


Description of unit

The purpose of this unit is to understand factors of abuse in health and social care and toexplore vulnerability to abuse in a variety of different contexts and settings. Learners will needto investigate current information and research surrounding abuse, explore risk factors of abuse,either self inflicted or from others and the legislative and policy frameworks involved inprotecting individuals from abuse. Learners will need to consider the effectiveness ofapproaches to reduce harm and working strategies aimed at the reduction and prevention ofabuse.



1 Analyse factors that contribute to the incidence of abuse and harm to self and others

2 Identify and review current policy, legislation and professional involvement regardingabuse

3 Evaluate working practice and strategies used to minimise abuse in health and socialcare.


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Content

1 Incidence of abuse and harm to self and others

Different types of abuse: physical, emotional, sexual, neglect, financial

Different types of self-harm: self-inflicted wounds, drugs and alcohol

Signs of abuse and self-harm: inappropriate bruising, burns, scalding, malnourishment, lowself-esteem, emotional withdrawal, neglect, other risk factors

Individuals vulnerable to abuse: children, young people, people with learning disabilities,service users with mental health issues, elderly people, people with dementia etc

Individual factors: self-esteem, identity, gender, previous abuse, relationships, drug andalcohol abuse, type of family background, mental health issues, psychological basis ofabuse

Contexts and relationships where abuse may occur: home, community, residential care,institutional care, relationships involving power, caring relationships, within the family,domestic violence

Social factors: health, housing, education, poverty, social exclusion and disadvantage,networks of support

Cultural factors: ethnicity, discrimination, religion

2 Current policy, legislation and professional involvement

Legislation and policy initiatives: national, regional and local policies, professionalstandards and guidance, individual rights

Range of professionals: range of professionals from health and social care including socialworkers, social service staff, NSPCC, health professionals

3 Working practices and strategies used to minimise abuse

Working practices: written and oral communication, use of IT in sharing informationbetween professionals, anti-oppressive practice, anti-discriminatory practice, thresholds,risk factors, risk predictions, framework of assessment, identifying children in need

Strategies: working in partnership with service users, between professionals and withinorganisations, decision-making processes and forums, case conferences, the ‘at risk’register, organisational policies and training, case reviews


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1 Analyse factors thatcontribute to the incidence ofabuse and harm to self andothers

• identify different types of abuse and explain whyparticular individuals and groups may be vulnerableto abuse

• review differing contexts and types of relationshipswhere abuse may occur and identify risk factors

• analyse the impact of social and cultural factors on arange of types of abuse

2 Identify and review currentpolicy, legislation andprofessional involvementregarding abuse

• identify the main principles of legislation and policydesigned to protect individuals and groups fromabuse

• critically analyse strengths and weaknesses incurrent legislation and policy relating to thosevulnerable to abuse

• identify key professionals involved in the protectionof individuals and groups vulnerable to abuse anddiscuss their roles and responsibilities

3 Evaluate working practiceand strategies used tominimise abuse in health andsocial care

• identify and review existing working practices andstrategies designed to minimalise abuse in healthand social care contexts

• evaluate the effectiveness of these identifiedpractices and strategies

• make suggestions for further improvements inworking practices


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Guidance

Delivery

The unit requires formal classroom delivery incorporating theoretical concepts, researchfindings, evidence from documentation, policy and legislation. Learners will need to work witha wide range of case studies illustrating abuse scenarios. Consideration will need to be given tothe concepts of risk, harm, abuse and intervention strategies. It is suggested that practitionersfrom various health and social care settings contribute to formal classroom delivery and thatlearners work in small groups to explore the often difficult emotive content. Tutors should beaware that the subject matter of this unit may necessitate recourse to learner support systemsexternal to the classroom.

Assessment

Evidence from this unit should be through analysis of appropriate case studies that would allowlearners to meet the assessment criteria. Understanding of these complex areas will need to bedemonstrated through reference to a broad range of case studies, evidence from research, policyand legislation. The learner should be encouraged to consider a wide variety of service users,individuals, professionals and settings to formulate evidence for the assessment criteriarequired for the unit. Learners should not be limited to consideration of abuse from a child careperspective; other groups including the elderly, disabled, mentally ill and those from othercultures or religions need to be included.

Links

This unit is linked with the following:






Links can be made to the following S/NVQ Level 4 Units in Care;

• SC16: Assess Client Needs and Circumstances

• SC17: Evaluate Risk of Abuse, Failure to Protect and Harm to Self and Others

• SC18: Plan and Agree Source Responses Which Meet Individual’s Identified Needs andCircumstances.


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Support materials

Textbooks

Broome AK — Health Psychology: Processes and applications, 2nd Edition (Llewelyn, 1994)ISBN: 0412551209

Corby B — Child Abuse: Towards a Knowledge Base (OUP, 2000)

Cross M — Proud Children, Safer Child. Handbook For Parents And Carers Of DisabledChildren (The Womens Press, 1998) ISBN: 0704345617

Pritchard J — Good Practice for Working with Elder Abuse in Britain and Canada (JessicaKingsley Publishers, 1996) ISBN: 1853027049

Pritchard J — Working with Elder Abuse: A Training Manual for Home Care, Residential andDaycare Staff (Jessica Kingsley Publishers, 1996) ISBN: 185302418X

Magazines and journals

British Journal of Community Care

British Journal of Social Work

Child Abuse Review

Journal of Interprofessional Care

Other publications

Birchall E and Hallett C — Working Together in Child Protection (Department of Health,1995) ISBN: 01132 18303

Cleaver H, Unell I and Aldgate J — Children’s Needs — Parenting Capacity: The Impact ofParental Mental Illness, Problem Alcohol and Drug Use and Domestic Violence on Children’sDevelopment (Department of Health, 1999) ISBN: 01132 22785

Department of Health — Messages of Research (Department of Health, 2000)ISBN: 011322309

Department of Health — Framework of the Assessment of Children in Need and their Families(Department of Health, 2000) ISBN: 0113223102

Leckie D and Pickergill D — The Human Rights Act Explained (The Stationery Office, 1999)ISBN: 01170 26840

Lord Laming — The Victoria Climbie Inquiry (The Stationery Office, 2003)ISBN: 0101573022

Websites

www.basw.co.uk British Association of Social Work


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101

Unit 11: Public Health

Learning hours: 60


Description of unit

The aim of this unit is to raise learners’ awareness of factors influencing the health and well-being of individuals and the different approaches taken to reduce incidence of disease andillness in communities. The impact of studying patterns of health and disease on provision ofservices will also be considered. The unit will consider regional, national and internationalpriorities and perspectives. The effectiveness of strategies and policies for public health will bediscussed and learners will also explore plans for maintaining and enhancing health forindividuals within a specific workplace.



1 Describe approaches and strategies used to measure, monitor and control the incidenceof disease in communities

2 Investigate implications of illness and disease in communities on the provision of healthand social care services

3 Critically analyse factors influencing health and wellbeing of individuals in a health orsocial care setting.


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Content

1 Measure, monitor and control the incidence of disease

Roles of different agencies: local, national, international agencies eg local authorities,health trusts, government, EU, WHO, voluntary organisations

Epidemiology: incidence (geographical distribution, incidence rates, trends), vulnerablegroups, causes, spread and controls

Infectious disease: one of: influenza, food/water borne infections, HIV/AIDS, a childhoodillness, tuberculosis, MRSA

Non-infectious disease: one of: malignant disease, cardiovascular diseases, obesity, asthma

Statistical data: graphical, numerical, tabular; probabilities, incidence rates, trends

Approaches and strategies: surveillance, screening, immunisation, education, legislation,social welfare, environmental controls

2 Provision of health and social care services

Priorities and approaches: prevention, treatment, palliative care, remedial care

Relationship: planning, facilities, expertise, partnership working, funding, individual vpublic good

Lifestyle choices: diet, exercise, substance use, work culture, relaxation

3 Health and wellbeing of individuals

Priorities: eg safety and security, mobility, diet, hygiene, intellectual, social, emotionalneeds

Strategies, systems and policies: organisation of service provision, quality of provision,choices, complaints policies, partnerships, involvement of friends and family etc

Activity to encourage behaviour change: education, physical exercise, games, consultationexercises (eg focus group), input from specialists etc


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1 Describe approaches andstrategies used to measure,monitor and control theincidence of disease incommunities

• explain roles of different agencies in identifyinglevels of health and disease in communities

• investigate the epidemiology of one infectious andone non-infectious disease that is widespread in owncountry

• interpret statistical epidemiological data

• analyse the effectiveness of different approachesand strategies to control the incidence of disease incommunities

2 Investigate implications ofillness and disease incommunities on the provisionof health and social careservices

• investigate current priorities and approaches toprovision of services for people with disease orillness

• explain, using examples, the relationship betweenthe prevalence of disease, causes and requirementsfor health and social care service provision

• analyse the impact of current lifestyle choices infuture needs for health and social care services

• investigate the range of services required to supportindividuals affected by a disease which iswidespread in a local community

3 Critically analyse factorsinfluencing health andwellbeing of individuals in ahealth or social care setting

• identify the health and wellbeing priorities forindividuals in a particular health or care setting

• critically evaluate the effectiveness of strategies,systems and policies in the setting for maximisingthe well-being of individuals

• suggest organisational changes that could be madeto improve the health and wellbeing of individualsin the setting and justify them

• plan, implement and evaluate an activity toencourage behaviour change for maximising healthfor individuals in a health or care setting


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Guidance

Delivery

Discussion of current public health initiatives may provide a useful starting point forintroducing this unit. An understanding of the terminology used in relation to public health isnecessary and class activities involving the interpretation and analysis of quantitative data onthe incidence and distribution of diseases will be required. Input from specialist professionalsmay also be helpful.

Assessment

The diseases chosen for assessment in outcome 1 may be of local or wider relevance but tutorsare advised to ensure that there is access to sufficient data on the choices made for learners tomeet the assessment requirements. For the assessment of outcome 3, evidence should be basedon case study material or workplace experience.

Links

This unit links with the following units in this qualification:

• Unit 15: Psychology for Health and Social Care


• Unit 18: Complementary Therapies


Links can be made to the following unit in the S/NVQ Level 4 in Care, Unit CU7: DevelopOne’s Own Knowledge and Practice.

Resources

This unit will require input from health-related professionals with understanding andexperience of health promotion, epidemiology and related work. Occasional input fromspecialists in public health would be beneficial. Access to local health plans and records will berequired as well as access to national and international statistics on the incidence of diseasesand disorders.

Suggested reading

Textbooks


Bury M — Health and Illness in Changing Society (Routledge, 1997) ISBN: 0415115159

Heller T, Muston R, Sidell M and Lloyd C — Working for Health (Sage/The Open University,2000) ISBN: 0761969985


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Tones K and Tilford S — Health Promotion: Effectiveness, Efficiency and Equity, 3rd Edition(Nelson Thorne, 2001) ISBN: 0748745270

Watterson A (Editor) — Public Health in Practice (Palgrave, 2003) ISBN: 0333946170


Journal of the Chartered Institute of Environmental Health

Journal of the Royal Institute of Public Health

Websites

Websites that support the development of this unit include those of national and internationalpublic health associations and UK government institutions. The following may be useful:

www.cieh.org.uk Chartered Institute of Public Health

www.doh.gov.uk UK Department of Health

www.doh.gov.uk/cmo Chief Medical Officer’s website

www.europa.eu.int European Union website

www.fphm.org.uk Faculty of Public Health

www.hda-online.org.uk Health Development Agency

www.hpa.org.uk Health Protection Agency

www.nhs.uk Main NHS website

www.statistics.gov.uk National Statistics Online

www.who.int World Health Organisation

Learners should be encouraged to consult a wide range of commercial websites to support theevidence they develop for this unit.



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Unit 12: Physiology for Health

Learning hours: 60


Description of unit

This unit aims to explore normal whole body functioning in the context of an understanding ofphysiological mechanisms at cellular, tissue and organ system levels. There will be a focus onthe relationship between structure, function and regulation of key whole body functions.Learners will be expected to support their understanding by applying and interpreting visualand quantitative data, including that from a range of measures used in health settings to monitorthe functioning of organs and systems in individuals. The systems and mechanisms investigatedwill be those that are important in sustaining activities of daily living or influenced by lifestylechoices.



1 Explain selected aspects of cell physiology in relation to cell structure and whole bodyfunctions

2 Investigate the physiology of specific types of cells in relation to their roles in the body

3 Explain the physiological mechanisms involved in key activities of the body in relation torelevant tissues, organs and body systems

4 Analyse how body functions are regulated within normal limits ‘with reference to eitherprimary or secondary source data’.


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Content

1 Cell physiology

Principles of metabolic processes: catabolic and anabolic change, enzymic reactions, roleof co-factors, inhibitory and stimulatory influences; concept of metabolic pathways

Transfer of substances across cell membranes: molecular structure of cell membrane;diffusion (simple, facilitated), osmosis, filtration, carrier molecules, active transport,endocytosis, exocytosis

Release and storage of energy: aerobic/anaerobic respiration to include understanding ofglycolysis and the Kreb’s cycle, the formation and breakdown of ATP, the role of themitochondrion. Glycogen and lipid synthesis and utilisation

Synthesis of proteins: nucleus, endoplasmic reticulum; DNA, t-RNA, m-RNA

Human reproduction: meiosis, testicular and ovarian cell changes involved in production ofgametes

Growth and development: increasing cell mass, mitosis, stem cells, specialisation anddifferentiation

2 Physiology of specific types of cell

Blood cells: erythrocytes, haemoglobin-oxygen dissociation; the Bohr effect, leucocytesand their role in the immune response; thrombocytes, blood clotting

Epithelial tissues: simple, compound, squamous (skin); functions: protective, secretory

Neurones: motor, sensory, accessory; synapse, synaptic transmission, neurotransmission,action potential

Muscle cells: myofibril structure (actin, myosin, sarcolemma, myoglobin), contractility(twitch, summation, fatigue)

3 Key activities of the body

Maintenance of balance: role of visual and balance sense organs, proprioreceptors, reflexes

Musculo-skeleta system and co-ordination: articulation of bones in relation to movement,antagonistic and synergistic muscle action, reflex actions, role of nervous system

Alimentary canal: digestive and absorptive functions; role of liver, pancreas; egestion ofresidues

Excretory processes and interrelationships: role of blood, pulmonary, liver and renalexcretory mechanisms


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4 How body functions are regulated

Feedback mechanisms: negative, positive, neural and endocrine interactions, effects oncell/tissue behaviour (eg membrane permeability, concentration gradients, enzymaticreactions)

Cardiovascular and respiratory: roles of autonomic nervous system, medulla,chemoreceptors, erythrocytes, blood plasma

Energy metabolites: carbohydrates, peptides in energy metabolism and lipids; insulin,glycogen, adrenaline

Excretory processes and interrelationships: carbon dioxide, urea; osmoregulation;interrelationships: with thermoregulation, salt balance; role of hormones

Thermoregulation: heat loss: skin, surface area, sweat; thermogeneration, role of thyroxine

Data: haematological, biochemical, respiratory and cardiovascular measures

Lifestyle/environmental factors: temperature, pollution; diet, active/sedentary lifestyle,substance use


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1 Explain selected aspects ofcell physiology in relation tocell structure and whole bodyfunctions

• explain the principles of metabolic processes

• analyse how the characteristics of cell membranesinfluence the movement of metabolites in and out ofcells

• explain the role of cells in the release and storage ofenergy

• explain the role of cell organelles in the synthesis ofproteins

• describe changes within cells associated with humanreproduction

• analyse principles of the cellular processes involvedin the growth and specialisation of cell structure andfunction

2 Investigate the physiology ofspecific types of cells inrelation to their roles in thebody

• explain how different types of blood cell areadapted for their functions in the body.

• explain how a range of epithelial tissues are adaptedfor their function in the body

• explain how neurones are adapted for their functionwithin body communication mechanisms

• explain how the structure and physiology of musclecells relate to their role in the body

3 Explain the physiologicalmechanisms involved in keyactivities of the body inrelation to relevant tissues,organs and body systems

• describe how balance of the body is maintained

• explain interactions of different parts of themuscular-skeletal system in producing co-ordinatedmovement of the body

• analyse how the alimentary canal is adapted forefficient processing and absorption of food intake

• explain body excretory processes and theirinterrelationships


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4 Analyse how body functionsare regulated within normallimits ‘with reference toeither primary or secondarysource data’

• analyse how feedback mechanisms operate toregulate metabolic processes

• explain regulatory mechanisms involved incardiovascular and respiratory functioning

• explain the mechanisms for regulation of energymetabolites

• compare the role of different body structures inthermoregulation

• use data to explain how lifestyle and environmentalfactors impact on regulatory mechanisms


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Guidance

Delivery

An overview of gross anatomy and the functions of the organ systems and a brief review ofbasic scientific principles sufficient to underpin the knowledge and understanding requirementsof the unit would provide a useful introduction to this unit. Learners should be encouraged tobecome familiar with the conventions associated with the scientific basis of this subject area.Learning activities could be supported by analysis of data from clinical settings as well as useof demonstrations and simple laboratory experiments to enhance understanding. Given the wideavailability of detailed texts and internet sources of information in this subject, tutors shouldguide learners carefully about appropriate and inappropriate use of these to support theirassessment evidence.

Assessment

Learners will be expected to use their understanding of biochemical and physiologicalprinciples and knowledge of anatomy to provide appropriate evidence to meet the requirementsof the learning outcomes and assessment criteria. Learners should be able to use the symbols,statistical and visual conventions associated with this subject area, as well as text in presentingconcise and relevant evidence. Sources should be referenced. Any use of clinical data shouldconform to confidentiality requirements. Tutors should provide clear guidance to learners aboutestablishing the authenticity of individual learner’s work.

Links

This unit may be linked to Unit 11: Public Health particularly with reference to disease anddisease control.

Links may be made with units from the S/NVQ Level 4 in Care:

• Unit CU7: Develop One’s Own Knowledge and Practice

• Unit SC16: Assess Clients Needs and Circumstances.

Resources

A tutor with specialist knowledge of scientific principles and physiology, and preferably withan understanding of clinical and care contexts, will be required to deliver this unit. Learnerswill require access to a range of physiological texts. Access to appropriate teaching aids isrecommended (eg anatomy models, photoelectronmicrographs and photomicrographs).Learning may be enhanced by observation and experimental laboratory work or throughdemonstration, but the unit is not intended to develop laboratory skills. Secondary data recordsfrom routine clinical tests (eg biochemical blood and urine analyses, haematological analysesetc) are recommended for use to support learning and understanding of how physiologicalknowledge underpins the maintenance of health and well-being in individuals.


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Suggested reading

Textbooks

Clancy J and McVicar A — Physiology and Anatomy A Homeostatic Approach, 2nd Edition(Hodder Arnold, 2002) ISBN: 034076239X

Fox S — Human Physiology (McGraw Hill, 2001) ISBN: 0071120785

Hanes, Hooper and Houghton — Instant Notes on Biochemistry, 2nd Edition (BioscienceScientific Publishers, 2000) ISBN: 1859961428

Hinchliff, Watson and Montague — Physiology for Nursing Practice, 2nd Edition (BailliereTindall, 1996) ISBN: 0702016381

Seeley R et al — Anatomy and Physiology (McGraw-Hill Educational, 2002)ISBN: 0071150900

Sherwood L — Human Physiology: From Cells to Systems (Brooks Cole, 2003)ISBN: 0534395015

Toole G and Toole S — Advanced Human and Social Biology (Nelson Thornes, 1997)ISBN: 0748729119

Tortora G and Grabowski S — Principles of Anatomy and Physiology (John Wiley and Sons,2000) ISBN: 0471412805

Websites

www.bbc.co.uk/science/humanbody BBC website

www.bioresearch.ac.uk University of Leicester Department of Cell Physiologyand Pharmacology

www.physoc.org Physiological Society


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115

Unit 13: Managing Human Resources inHealth and Social Care

Learning hours: 60


Description of unit

This unit will investigate the processes involved in the management of people in the health andsocial care workplace. This will include the recruitment of the most appropriate personnel andsupporting employees in their work, particularly through developing their ability to workeffectively in teams and developing their knowledge and skills so that they can contribute to thedelivery of a quality service. Learners will contextualise these elements within the relevantlegal and policy frameworks. In addition, the influence of management style and organisationalfactors on the effectiveness of teams will be explored.

This unit is particularly appropriate for those learners who have experience of leadership andmanagement of work groups, including involvement in the recruitment of staff.



1 Explain processes for the recruitment, selection and retention of individuals who workin the health and social care workplace

2 Analyse strategies for building effective teams for working in health and social care

3 Analyse systems for monitoring and promoting the development of individuals workingin the health and social care workplace

4 Evaluate, using examples from experience, approaches for managing people working inhealth and social care.


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Content

1 Recruitment, selection and retention of individuals

Factors for planning recruitment: succession planning, change (organisational, policy,service user, work roles, local circumstances); defining human resource requirements: full-time, part-time, job description, person specification: qualifications, experience, personalattributes; advertising, vacancies, career progression opportunities, training anddevelopment needs

Legislative and policy frameworks: relevant and current legislation, codes of practice andpolicies relating to: worker rights, health and safety, diversity, anti-discriminatory practice,care standards, protection of vulnerable people

Selection of best individuals: short-listing applicants, models of selection (interview,audition, psychometric assessment, assessed task etc), involvement of stakeholders egmembers of team, service users, external stakeholders

2 Building effective teams

Theories on behaviour in groups: formation of groups, group dynamics, eg theories ofBelbin, Tuckman, Woodcock, Gross, McClelland etc

Types of team: formal, informal; work groups, multidisciplinary teams, inter-agency,project groups etc

Influences on effective team working: team purpose, empowerment of team, leadership,individual priorities/roles

Approaches for developing effective teams: informal, formal

3 Monitoring and promoting the development of individuals

Monitoring performance of individuals: observation, appraisal, periodic review,achievement of successful outcomes, use of targets, benchmarks, feedback from others etc

Identifying individual training and development needs: monitoring of performance, careerdevelopment planning, changing personal circumstances etc

Strategies for promoting continuous development: achieving competence (againstoccupational standards), training versus education, partnerships, staff development plans,compliance with external requirements (eg care standards, professional registration etc),dedicated allocation of resources, use of external kitemarks eg Investors in People

Implementation of staff development programme: in-house training, using supervision andappraisal, external courses, action-centred learning, lifelong learning, coaching andmentoring, assessing competence

Effectiveness: benefits and limitations for: individuals, teams, service users, organisationalrequirements


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4 Approaches for managing people

Theories of leadership: transactional, transformational: theories proposed by eg Fiedler,Vroom and Yetton, Mintzberg, Handy

Allocation of tasks: work load management, objective-setting, work patterns, individual orteam working, selective allocation for developing skills

Management of working relationships: influence of management style, organisationalstructure; leadership versus management; contingency management (best-fit), role-modelling, effective communication, team building, constructive feedback, shared valuesetc; accountability: monitoring and assessing performance, communicating decisions,disciplinary and grievance procedures

Own development: attributes: confidence, skills competencies, knowledge andunderstanding; qualifications; career development, ability to work with change etc


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1 Explain processes for therecruitment, selection andretention of individuals whowork in the health and socialcare workplace

• describe the factors to be considered when planningthe recruitment of individuals to work in health andsocial care

• explain how legislative and policy frameworks ofthe home country influence the selection,recruitment and employment of individuals

• evaluate different approaches that may be used toensure the selection and recruitment of the bestindividuals for work in health and social care

2 Analyse strategies forbuilding effective teams forworking in health and socialcare

• explain theories relating to how individuals interactin groups

• describe different types of teams that work in healthand social care

• analyse the factors that influence the effectivenessof teams working in health and social care

• evaluate approaches that may be used to developeffective team working in health and social care

3 Analyse systems formonitoring and promotingthe development ofindividuals working in thehealth and social careworkplace

• describe different ways in which the performance ofindividuals working in health and social care may bemonitored

• describe how individual training and developmentneeds may be identified

• analyse different strategies for promoting thecontinuing development of individuals in the healthand social care workplace

• describe how an effective staff developmentprogramme may be implemented

• evaluate the effectiveness of a specific staffdevelopment programme with which you arefamiliar

4 Evaluate, using examplesfrom experience, approachesfor managing peopleworking in health and socialcare

• analyse how a range of theories of leadership mayapply in the health and social care workplace

• explain how the allocation of tasks may influencethe performance of individuals and teams

• analyse how working relationships may be managed• evaluate how your own development has been

influenced by management approaches encounteredin your experience


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Guidance

Delivery

It is anticipated that learning in this unit will be facilitated through class discussion, drawing onlearner experience and discussion of policies and practices encountered. However, learners willrequire guidance on the current legislative requirements relating to employment and onmanagement theory relating to team building, management styles and leadership.

Assessment

Evidence for the assessment of this unit can be from the use of case studies linked to thelearner’s organisation. A single unit assessment investigating the recruitment practice andpolicies, which covers all the learning outcomes within a thematic approach of an individualorganisation could be used. Equally, a series of written or verbal presentations may be used tocover all learning outcomes.

Links

This unit links to:

• Unit 14: Managing Financial Resources in Health and Social Care

• Unit 28: Managing Quality in Health and Social Care.

Links may also be made with the S/NVQ Level 4 in Management:

• Unit 9: Lead People

• Unit 24: Recruit, Select and Retain Colleagues.

Links may be made with S/NVQ units from the Level 4 Care:

• SC15: Develop and Sustain Arrangements for Joint Working Between Workers andAgencies

• SC18: Plan and Agree Source Responses Which Meet Individual’s Identified Needs andCircumstances.

Support materials

Textbooks

Belbin R M — Beyond the Team (Butterworth Heinemann, 2000) ISBN: 0750646411

Hough M — Groupwork Skills and Theory (Hodder Arnold, 2002) ISBN: 034079957

Pedler M, Burgoyne J and Boydell T — A Manager’s Guide to Self Development (McGrawHill, 2001) ISBN: 0077098307

Quick Thomas L — Successful Team Building (Amacon, 1992) ISBN: 0814477941

Sadler P — Leadership (Kogan Page, 2003) ISBN: 074943919X


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Torrington D, Hall L and Taylor S (Editors) — Human Resource Management (FinancialTimes Prentice Hall, 2001) ISBN: 0273646397

Wheeler N and Grice D — Management in Health Care (Nelson Thornes, 2000)ISBN: 0748740384


Focus

Management Today

Nursing and Residential Manager

Websites

www.cipd.org.uk Chartered Institute of Personnel Development



www.indsoc.org.uk The Work Foundation (formerly The Industrial Society)

www.management-standards.org National Occupational Standards in Management



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Unit 14: Managing Financial Resources inHealth and Social Care

Learning hours: 60


Description of unit

This unit addresses the needs of managers of health and social care services who are required tocontrol their expenditure against fixed budgets. It will equip them with the skills needed tomonitor costs, make predictions, evaluate the process of effective control of resource allocation,including shortfalls, and make recommendations for expenditure. Most importantly, it willemphasise the key factors of both efficiency and effectiveness.

This unit is most appropriate for those who hold responsibilities for managing budgets in ahealth or social care workplace or who have access to financial information and processeswithin an organisation. Those without such access will have difficulty in completing theassessment requirements for the unit.



1 Explain systems to manage financial resources

2 Analyse the role of planning in the management of budgets

3 Explain the importance of monitoring budget expenditure

4 Evaluate how systems and processes for managing financial resources influence aspecific service for individuals.


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Content

1 Systems

Costing and business control systems: costs, income, cost-benefit analysis, expenditure,budget, capital, cost control, cost centre; out-sourcing, competitive tendering, forecasting,profit, break even; basic software for monitoring financial information within anorganisation

Information: business costs: people, equipment, finance, buildings, consumable items,administration etc; income streams; trends and external influences eg changes in policy,competitive factors, legal requirements etc

Regulatory requirements: legislation and codes of practice, audit, accountability, policies

Systems: sources of income, how budgets are set, administration of budgets, cost centres,accountabilities, audit requirements etc

2 Planning budgets

Diverse sources of income: public, private, voluntary; local, national

Influences on resource availability: funding priorities, agency objectives and policies,private finance, outsourcing, inter-agency partnerships, government policies, geography,type of service

Types of budget: cost centre, project management, outsourcing contract

Decisions about expenditure: environmental analysis, accountabilities, priorities, short-,medium- and long-term planning; cost-benefit analysis; financial risk, project management

3 Monitoring budget expenditure

Information for monitoring expenditure: cash flow, controlling costs, spreadsheet data,training needs

Financial shortfalls: priorities, virement, reserve funds, alternative external incomesources; implications for individuals within the service

Suspected fraud: analysing financial information for reliability, validity and sufficiency;reporting, evidence of fraud

4 Managing financial resources within a specific service

Financial decisions: responsibility for decision making, information available, sources ofincome, priorities etc

Relationship between service delivery, costs and expenditure: cost-benefit, pricing policies,purchasing arrangements etc

Impact on individuals: quality of service, access to service etc

Recommendations: options available, supporting evidence, information to be presented fordiscussion by financial decision makers


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1 Explain systems to managefinancial resources

• describe the principles of costing and businesscontrol systems

• identify information needed to manage financialresources

• describe regulatory requirements for managingfinancial resources

• evaluate systems for managing financial resourcesin a specific health or care organisation

2 Analyse the role of planningin the management of budgets

• identify the diverse sources of income that may beencountered in health and care services

• analyse factors that may influence the availability offinancial resources in health and social careorganisations

• analyse the advantages and disadvantages ofdifferent types of budget expenditure

• analyse how decisions involving expenditure maybe reached

• evaluate how decisions about expenditure are madewithin a specific organisation

3 Explain the importance ofmonitoring budgetexpenditure

• analyse information needed by colleagues in orderto monitor expenditure

• explain how financial shortfalls can be managed• describe the actions to be taken in the event of

suspected fraud• evaluate budget monitoring arrangements in own

workplace

4 Evaluate how systems andprocesses for managingfinancial resources influencea specific service forindividuals

• identify information required to make financialdecisions relating to the service

• analyse the relationship between the servicedelivered, costs and expenditure

• evaluate how financial considerations impact uponan individual using the service

• make justified recommendations for improving theservice through changes to financial systems andprocesses


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Guidance

Delivery

Learners will benefit from discussion of different systems and practices within their experiencein health and social care. Practical activities involving the analysis of relevant financialinformation, drawing up of budgets etc would also be helpful.

Assessment

It will be necessary for tutors to advise learners about the scale of service investigated foroutcome 4. The service should encompass several cost centres but for a large organisation,should focus on an appropriate local dimension sufficient to enable learners to meet therequirements of the unit.

Links


• Unit 13: Managing Human Resources in Health and Social Care


Links can also be made to units in the S/NVQ Level 4 in Management:

• Unit 29: Obtain Finance

• Unit 30: Manage Money

• Unit 31: Manage Budgets.

Links may also be made with a unit from the Level 4 S/NVQ for Registered Managers (Adults):

• Unit B3: Manage the Use of Financial Resources

Links can be made with the S/NVQ Level 4 in Care units:



Support materials

Textbooks

Bates J G — Managing Value for Money in The Public Sector (Chapman Bell, 1993)ISBN: 0412463601

Bean J and Hussey L — Costing and Pricing Public Sector Services (HB Publications, 1997)ISBN: 1899448020

Bean J and Hussey L — Finance for Non Financial Public Sector Managers (HB Publications,1997) ISBN: 1899448039


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Coombs H M and Jenkins D E — Public Sector Financial Management (Thompson Learning,2001) ISBN: 186152675X

Dyson J R — Accounting for Non Accounting Learners (Prentice Hall, 1993)ISBN: 0273683853

Perrin J — Resource Management in the NHS (HMSC, 1992)

Robinson R — Public Expenditure and the NHS — Trends and Proposals (Ken Judge, 1992)

Websites

www.management-standards.org National Occupational Standards in Management


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127

Unit 15: Psychology for Health and SocialCare

Learning hours: 60


Description of unit

This unit will interweave concepts from social psychology, lifespan development, symbolicinteractionism, deviance theory, anthropology and socialisation, concentrating on changingroles throughout the lifespan. The intention of the unit is to develop an understanding of thosewho use health and social care services through application of psychological concepts. Anunderstanding of those who use health and social care services enhances and maintains thesocial functioning (valued roles) of individuals within social contexts. Therefore, it is importantto understand the nature of social functioning and how valued roles are determined.



1 Explore theories of lifespan development

2 Analyse social and biological determinants of behaviour relevant to health and social carecontexts from a psychological perspective

3 Explore the application of psychological theories to selected aspects of health and socialcare

4 Critically evaluate how psychological theories influence health improvement and carestrategies.


128

Content

1 Theories of lifespan development

Concepts of human development: stage versus open-ended theories, continuity versusdiscontinuity, static versus dynamic theories, idiographic versus nomothetic perspectives onpersonality

Theories: Freud, Erikson, Maslow, Rogers, Piaget Learning theory, Social Interactionism; arange of others eg Buhler, Havinghurst, Kolberg, Gutmann, Lowenthal, Gould, Loevinger,Berne

Lifestage: infancy, early childhood, later childhood, adolescence, adulthood, late adulthood,final stages of life and death

2 Social and biological determinants

Social and biological factors: social: socialisation, family, education, culture, media,environment, effects of discrimination, social exclusion; biological: genetics, traits,blueprints, neuro-degenerative disorders (eg Parkinson’s, Alzheimer’s)

Social roles: development of social roles, concept of conformity, social context ofbehaviour, social group membership, relationships (to include symbiotic interactionism),development of self concept eg Mead and Cooley

Context: sick-role behaviour, perception and interpretation of symptoms, use/misuse ofhealth and social care services, compliance with treatments, emotional adjustment to ill-health, coping strategies (eg service user, survivor, organisational), institutionalisation

3 Application of psychological theories

Psychological stress: eg work-related, illness, chronic illness, bereavement, loss

Behaviour disturbance: attention deficit disorders, autistic spectrum disorders, behavioursassociated with addiction

Mental health disorders: neurosis, psychosis eg depression, schizophrenia, eating disorderseg anorexia, bulimia

4 Health improvement

Behaviour change: health promotion (including various models and concepts linked topsychological theory), coping strategies, avoidance therapy, eg cognitive dissonance,denial, projection, perception), compensation for loss of identity, advocacy, policies basedon normalisation theory, aggression and abuse policies

Relationships: service user/families and friends, service user/care worker, between careworkers, service-user-service-user


129




1 Explore theories of lifespandevelopment

• explain different concepts of human development

• compare and contrast theories of lifespandevelopment

• analyse how knowledge of psychological conceptsand theories are relevant to specific life stages

2 Analyse social and biologicaldeterminants of behaviourrelevant to health and socialcare contexts from apsychological perspective

• discuss social and biological factors that influencebehaviour

• analyse the importance of social roles in the contextof health and social care situations

3 Explore the application ofpsychological theories toselected aspects of health andsocial care

• analyse the application of psychological theories toexperience of stress in individuals and its alleviation

• explore theories relating to behaviour disturbance

• analyse how psychological theory informsunderstanding of mental health disorders

4 Critically evaluate howpsychological theoriesinfluence healthimprovement and carestrategies

• evaluate application of psychological principles toeffecting behaviour change in health and social care

• analyse how psychological theories can enhanceunderstanding of relationships in health and socialcare


130

Guidance

Delivery

It is recommended that the main perspectives in psychology are used to introduce this unit.Tutors should then explore theories of lifespan development so that learners acquire theunderstanding of the different types of theory. It would then be beneficial to make appropriatelinks to influences on personality development. Although Eriksson, Maslow, Freud and Rogersshould be addressed, other theorists should be included, depending upon the focus of interest ofthe programme and learners. A detailed understanding of different theories relating to theapplication of psychological theory is not expected but learners should have a broadunderstanding of how psychology informs health and social care strategies for individuals. Casestudies and class discussion may be helpful and learners should be encouraged to draw on theirown practice experience. Guest speakers who are specialists in the field are recommended.

Links

There will be links to the following units in this qualification:





• Unit 22: Counselling Skills Development and Practice.

Links may be made with S/NVQ Level 4 in Care Unit SC16: Assess Clients Needs andCircumstances.

Resources

A psychology specialist with an understanding and working knowledge of health and socialcare environments would be most appropriate for the delivery of this unit. Access toappropriate journals is advisable such as Psychology Review and the Journal of HealthPsychology (Sage Publications).

Support materials

Textbooks

Beckett C — Human Growth and Development (Sage, 2002) ISBN: 0761972498

Gross R and McIlveen R — Psychology, a New Introduction (Hodder and Stoughton, 2000)ISBN: 0340776897

Hayes N — Foundations of Psychology (Nelson, 1994) ISBN: 017490018X

Jarvis M and Russell J — Key Ideas in Psychology (Nelson Thornes, 2003) ISBN: 0748765646


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Websites

www.mind.org.uk National Association for Mental Health

www.sane.org.uk Mental health awareness raising organisation

Other materials

Video material could provide useful support material eg Iris, RCN update Patient-centreddementia care, Channel 4/BBC videos — information on websites.


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133

Unit 16: Understanding Specific Needs

Learning hours: 60


Description of unit

This unit provides learners with an opportunity to explore the specific needs frequentlyencountered in users of health and social care services. Specific needs include mental illness,learning disability, physical disability and sensory impairment. Learners will gain an overviewof the range of specific needs but may focus their study on those special needs relevant to theiremployment, voluntary work or placement. Learners will investigate how specific need isdefined and how perceptions are influenced and change over time. The care needs ofindividuals with specific need(s) will be investigated, together with the way in whichlegislation, organisations and services can support these needs. Based on a case study, learnerswill evaluate the effectiveness of support in meeting specific needs in individuals.



1 Explore perceptions of health, disability, illness and behaviour

2 Investigate services and systems for supporting individuals with specific needs

3 Analyse approaches and intervention strategies to support individuals with specific need

4 Explore strategies for coping with challenging behaviours associated with specific needs.


134

Content

1 Perceptions of health, disability, illness and behaviour

Concepts: normality, images, models, definitions, language and terminology

Perceptions: labels, stigma, discrimination, oppression, rights

Attitudes over time: historical perspectives, social and political developments, medical andtechnological advances

Legislation and social policy: reflects changes in attitude, modifies attitudes and practices,inclusion, policies, community care initiatives etc; recent and emerging change; EqualOpportunity Act, Disability Discrimination Acts, Mental Health Acts, Education Acts, CareStandards Act

2 Services and systems

Care needs: physical, social, emotional, language, intellectual, sexual, spiritual

Organisations and systems: statutory, not-for-profit, voluntary; self help, formal, informalcare

Services: health, social care; day, residential; education, recreation, transport; access (eggeographical, physical, financial)

3 Approaches and intervention strategies

Approaches and interventions: self-help, direct action, partnerships, evidence-basedpractice, advocacy, guardianship, autonomy and empowerment, risk management; medical,technological, therapeutic products, lifestyle choices and therapies

Potential tensions: rights versus protection of self and others, alleviation of needs versusremedial therapy, risk versus autonomy and independence, choices and preferences, servicedilemmas and policies eg cost benefit analyses, priorities

Emerging developments: medical and technological advances, changing attitudes, local,national and international perspectives

4 Coping with challenging behaviours

Challenging behaviours: learning disabilities, physical disabilities, ill health (physical andmental), physical impairment, acquired brain injury, drugs and alcohol

Methods of working: communication, setting clear boundaries/targets, time out, rewardsand sanctions, medication

Organisational implications: legal framework, professional standards, codes of practice,policies and procedures


135




1 Explore perceptions ofhealth, disability, illness andbehaviour

• analyse different concepts of health, disability,illness and behaviour in relation to service userswith whom you work

• compare perceptions of specific needs in differentcultures

• describe how attitudes towards individuals withspecific needs have changed over time

• analyse how legislation, society, culture and socialpolicy interact to influence attitudes and servicesavailable for individuals with specific needs

2 Investigate services andsystems for supportingindividuals with specificneeds

• analyse how the care needs of individuals areaffected by the presence of specific needs

• describe current legislation, organisations andsystems for supporting individuals with specificneeds

• critically evaluate services available in a chosenlocality for individuals with specific needs

3 Analyse approaches andintervention strategies tosupport individuals withspecific need

• describe a range of approaches and interventionsused to support individuals with a specific need

• evaluate the effectiveness of interventions for anindividual with specific need(s)

• identify potential tensions that may arise whensupporting individuals with specific needs

• discuss the possible impact of emergingdevelopments on support for individuals withspecific needs

4 Explore strategies for copingwith challenging behavioursassociated with specific needs

• describe different concepts of challenging behaviour

• analyse methods of working with the consequencesof challenging behaviour

• describe organisational implications for coping withchallenging behaviour


136

Guidance

Delivery

The learning and understanding needed for this unit will be substantially informed by theexperience gained and observations made by learners when in placement. Class discussion withsome more focused input (eg on legislation) from tutors will form the basis of the unit.Specialist inputs may be helpful to support the unit.

Assessment

Learners will present evidence in the form of written work informed by their own researchesand by their observations of individuals made in placements/employment.

Links

Links may be drawn to National Occupational Standards in Mental Health though it is stressedthat the unit is not intended to contain all underpinning knowledge.

• MHD1: Identify Potential Mental Health Needs and Refer Individuals for Services

• MHD4: Work with Individuals to Identify Their Needs, Assess Related Risks and the Needfor Intervention

• MHE1: Contribute to the Development, Provision and Review of Care Programmes

• MHE4: Plan and Agree Service Responses which Meet Individuals Identified Needs andCircumstances.

Links may also be drawn to the S/NVQ Level 4 for Registered Managers (Adults) Unit O3 andS/NVQ Level 4 for Care Unit O3: Develop, Maintain and Evaluate Systems and Structures toPromote the Rights, Responsibilities and Diversity of People.

Links may also be drawn to units occurring solely in the S/NVQ Level 4 in Care:




Support materials

Textbooks


Brown R I — Quality of Life for People with Disabilities: Models, Research and Practice, 2ndEdition (Nelson Thornes, 1997) ISBN: 9748732942

Skelt A — Caring for People with Disabilities (Pearson Educational, 1993) ISBN: 0273600893


137

Swain J, Finklelstein V, French S and Oliver M — Disabling Barriers — EnablingEnvironments (Sage/The Open University, 1992) ISBN: 080398825

Tait T and Genders N — Caring for People with Learning Disabilities (Hodder Arnold, 2002)ISBN: 0340807091

Websites

Websites that support the development of this unit include those of related organisations andrelevant government departments. The following may be useful but the list is not exhaustive:

www.arc.org.uk Arthritis Research Campaign

www.drc-gb.org Disability Rights Commission

www.learningdisabilities.org.uk Foundation for People with Learning Disabilities

www.mencap.org.uk Mencap

www.open.gov.uk UK government website

Learners should be encouraged to consult a wide range of websites to support the evidence theydevelop for this unit.



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139

Unit 17: Community Development Work

Learning hours: 60


Description of unit

This unit examines the purposes and functions of community development work and identifiesthe knowledge, skills and resources required for good practice in this area. An understanding ofthe following will be developed — networking, research, strategic planning, partnership,marginalisation, inclusion, participation, funding mechanisms, publicity, sustaineddevelopment, facilitation, individual and group needs. Emphasis will be on empowerment ofcommunities. Knowledge of the significance of cultural diversity, alternative values andprinciples of community development work will enable learners to apply their understandingand skills within a community setting.



1 Examine definitions of community and community development

2 Identify and explain knowledge and skills requirements in community development

3 Analyse how the community development worker facilitates the development ofcommunity initiatives

4 Evaluate the impact of project work on communities.


140

Content

1 Communities and community development

Communities: women, children, adolescents, elders, ethnic and religious minorities, peoplewith disability, lesbian and gay people, benefit recipients, travellers, prisoners, hospitalpatients, care residents, the poor, the unemployed, the homeless, the rurally isolated,council estate tenants etc

Community support mechanisms: individual, group and organisational; family patterns,networks, neighbourhood, locality

Community focus: education, health, leisure, crime prevention and care services, health andsafety in communities: change management

Marginalisation: nature and attributes; communal identity; community development;diversity versus marginalisation; alternative values in communities

2 Knowledge and skills requirements

Initiation of community relationships: interactions with individuals, groups and agencies;development of learning opportunities for individuals and groups from activities andexperience; analysis, action and role in conflict resolution; collective action; participation;ownership; planning; local roles; community action evaluation

Information and research: identification and agreement of community needs and desires;information gathering and research: survey, questionnaire, observation, data, interview,sampling, analysis, evaluation, presentation, report, debate, decision, recommendation

3 Development of community initiatives

Contributions of community development worker: defining project work, establishing aimsand objectives for projects, collaboration, networking, partnerships; development ofresources, funding strategies; development of community development practice;fundraising strategies and methods; joint working; cross-sector collaboration;accountability and control of financial resources; skills, expertise, information and materialresources; publicity and media networks; using information technology for communitybenefit; identifying problems and developing imaginative and creative solutions

Sustainability: management and monitoring of community projects; democraticaccountability; training needs; development of resources; joint working; long-term goals;changing attitudes, motivation within and toward communities

4 Impact of project work on communities

Effects: changing images, perceptions, attitudes and motivation

Barriers: opposing factions, funding, lack of community involvement (apathy), lack ofphysical resources

Overcoming barriers: measuring, acknowledging and publicising achievement, reflectivepractice of community development worker


141




1 Examine definitions ofcommunity and communitydevelopment

• critically examine definitions of community andcommunity development

• identify strengths and problems in communities

• analyse how marginalisation and social exclusionmay develop

2 Identify and explainknowledge and skillsrequirements in communitydevelopment

• identify how community development is initiated

• describe the processes involved to harnesscommunity action

3 Analyse how the communitydevelopment workerfacilitates the developmentof community initiatives

• analyse the contribution made by the communitydevelopment worker

• analyse the role of the community developmentworker in empowering the community

• analyse how knowledge and skills within thecommunity can be used to sustain development

• evaluate methods of devolving responsibility forsustaining a project

4 Evaluate the impact ofproject work oncommunities

• analyse the potential short term and long termeffects of projects on communities

• evaluate potential barriers to successful communitydevelopment activity

• analyse ways of overcoming barriers to communitydevelopment


142

Guidance

Delivery

Seminars, with appropriate formal/informal input and guest speakers, representing communityagencies, would effectively enhance learning. Learners should be encouraged to forge linkswith a community group or project, sharing their experiences and exchanging information.

Assessment

Evidence should be generated using a variety of assessment tools, including informal,alternative methods as well as more formal assessments, within a coherent, planned, unitassessment strategy. This should include seen, timed papers, essays, short ‘tests’, individual andgroup verbal/visual presentations, micro-research collations, literature surveys, compilation ofglossaries and role-plays. This unit provides an ideal opportunity for community-based researchand project work. Action research would be one example of a particularly useful approach.

Links

This unit covers several areas which link to other units:

• Unit 5: Working in Partnership

• Unit 6: Health and Social Care Research Project


• Unit 19: Contemporary Issues in Health and Social Care

• Unit 24: Understanding Learning.

Links occur with the following units in the S/NVQ Level 4 in Community Development Work:

• Unit A3: Develop Strategic Relationships with Communities, Organisations and withinPartnerships

• Unit C4: Ensure Community Participation in Planning and Taking Collective Action

• Unit F3: Evaluate and Develop Own Practice.

Links can be made to the following units in the S/NVQ Level 4 in Care:

• O2: Promote Peoples Equality, Diversity and Rights

• O3: Develop, Maintain and Evaluate Systems and Structures to Promote the Rights,Responsibility and Diversity of People






143

Resources

It is recommended that tutors have experience of community or voluntary sectors andunderstanding of funding, training and cross-sector, partnership working. Learners will needaccess to specialist texts and journals of the community and voluntary sector. Learners mayneed to be guided towards one of the many research texts that are available if they have notcovered Unit 6: Health and Social Care Research Project. It is essential that learners have theopportunity to work or have a placement in a community-based agency.

Support materials

Textbooks

Francis D and Henderson P — Working with Rural Communities (Macmillan, 1992)ISBN: 033355146X

Leat D — Managing Across Sectors (VOLPROF, City University, 1993) ISBN: 095205633X

Twelvetrees A — Community Work (Macmillan, 2001) ISBN: 0333912705


British Journal of Social Work

British Journal of Sociology

Community Care

Community Development Journal

Websites

There is a considerable amount of information available on the internet in this area, tutors andlearners might benefit from a targeted approach. Examples include:

www.cdc.mid-wales.net Community Development in Wales

www.cdx.org.uk Community Development Exchange

www.comm-dev.org Community Development Society (International Organisation)

www.fcdl.org.uk Federation for Community Development Learning


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Unit 18: Complementary Therapies

Learning hours: 60


Description of unit

The aim of this unit is to provide an understanding of the delivery and usage of a range ofcomplementary therapies and in particular their role in relation to conventional medicine.Learners will analyse the evidence for their benefits to health and wellbeing as well as identifycontraindications and health and safety issues in relation to their use. The effectiveness ofregulation of different therapies and their practitioners will be evaluated.



1 Describe the principles behind a range of complementary therapies and their currentusage

2 Compare the role of complementary therapies in relation to orthodox treatments and care

3 Analyse evidence for the efficacy, including contra-indications, of complementarytherapies in sustaining health and well-being

4 Evaluate systems for the regulation of different complementary therapies.


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Content

1 Complementary therapies and their current usage

Range: at least two from each: a) pharmaceutically mediated: eg herbalism, homeopathy;b) physically mediated: eg osteopathy, chiropractic yoga, Alexander Techniquec) psychologically mediated: eg counselling, psychotherapy, hypnotherapy

Treatment: signs and symptoms, principles of administration, frequency/dosage ofadministration, equipment, materials, agents

Advantages and disadvantages: benefits claimed eg enhancing health, amelioration ofsymptoms; contraindications, intrinsic harm

Access: physical access, financial, referral systems, cultural factors; private sector, publicsector

2 Role of therapies in relation to orthodox treatments and care

Muscular-skeletal: bones, joints, muscles, mobility, pain

Metabolic: eg digestive and eliminatory processes, dermatological health, endocrinefunctioning, immune function, reproductive function

Cardio-respiratory: pulmonary functioning, cardiovascular functioning

Psychological effects: for those with mental health problems eg stress, depression; thosewith learning difficulty eg ADH, autism

Contra-indications: interactions: in simultaneous administration of therapies(complementary and/or orthodox); for complementary therapy compared with contra-indications of orthodox therapy

Attitudes: eg actual use, preferred therapies, barriers to use

3 Evidence for the efficacy, including contra-indications

Sources of information: therapy practitioners, health professionals, commercial sources,science, systematic research

Claims: eg cure, amelioration, prevention of signs and symptoms; enhancement of well-being

4 Regulation

Regulation systems: legislation, codes of ethics, codes of practice, self-regulation,complementary therapy practitioner representative umbrella organisations; enforcement

Effectiveness: minimising risk, benefits, professionalism, developing public understanding,working with orthodox therapies, emerging trends


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1 Describe the principlesbehind a range ofcomplementary therapies andtheir current usage

• describe treatment processes for a range of widely–available complementary therapies

• explain advantages and disadvantages of thetherapies described

• describe the range of complementary therapiesavailable in the locality

• analyse factors influencing access to thecomplementary therapies

2 Compare the role ofcomplementary therapies inrelation to orthodoxtreatments and care

• compare the role of a range of complementarytherapies in relation to muscular-skeletal wellbeing

• compare the role of a range of complementarytherapies in supporting metabolic health andwellbeing

• appraise the role of complementary therapies intreating and ameliorating cardio-respiratorydysfunction

• appraise the psychological effects of complementarytherapies

• compare contra-indications between orthodox andcomplementary therapies

• evaluate attitudes to complementary therapies

3 Analyse evidence for theefficacy, including contra-indications, ofcomplementary therapies insustaining health and well-being

• analyse sources of information on complementarytherapies for validity and reliability

• evaluate evidence for claims made for the benefitsof complementary therapies

• draw conclusions and make justifiedrecommendations about the use of complementarytherapies with a specific service user group withwhich you are familiar

4 Evaluate systems for theregulation of differentcomplementary therapies

• describe current regulation systems forcomplementary therapies

• evaluate the effectiveness of the regulatory systems

• make recommendations, supported by evidence, fordeveloping regulatory systems for complementarytherapies


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Guidance

Delivery

Learners will require a good understanding of human physiology and a short overview of thiscould provide a useful basis by which to introduce the unit. Learners will also need to have abasic understanding of treatment and care processes used in orthodox medicine. There is aconsiderable choice of complementary therapies that might be considered in this unit but foroutcome 1, learners should be directed towards focusing on those that are widely available in anappropriate locality and if possible include some that are available through established healthand care services. Learners will need guidance in conducting their research and understandingcould be developed through tutorials and group discussion.

Assessment

Learners will be required to carry out secondary research from a range of academic and othersources to produce evidence for this unit. Primary research eg case studies, attitude surveyscould provide useful supporting evidence. All sources should be fully acknowledged.

Links

This unit links particularly to:


• Unit 12: Physiology for Health

• Unit 16: Understanding Specific Needs.

There may also be links to relevant occupational standards for the practice of complementarytherapies eg aromatherapy.

Links may be made with units from the S/NVQ Level 4 in Care:




Resources

This unit would benefit from input from health or care professionals with experience of the useof complementary therapy in health and care. Contributions from experienced complementarytherapy practitioners would be a further advantage for this unit. Learners should have access tothe internet for their research as well as to relevant academic and professional literature.


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Support materials

A wide range of texts on complementary therapies written for a public audience are available.However, informative texts for more specialist audiences are also available eg Sharma U 1995Complementary Medicine Today — Practitioners and Patients Routledge London.

Textbooks

Dimond B — The Legal Aspects of Complementary Therapy Practice: A Guide (ChurchillLivingstone, 1998) ISBN: 0443056153

Kelner M and Wellman D — Complementary and Alternative Medicine: Challenge andChange (Routledge London, 2000) ISBN: 9058230996

Rankin-Box D — Nurses Handbook of Complementary Therapies, 2nd Edition (Ball Tindall,2001) ISBN: 0702026514

Vickers A — Examining Complementary Medicine (Nelson Thornes, 1998) ISBN: 0748733140

Journals

Community Care

Complementary Therapies in Medicine (Churchill Livingstone)

Complementary Therapies in Nursing and Midwifery (Churchill Livingstone)

Nursing Standard

Nursing Times

Which? Health

Health pages of broadsheet newspapers also provide useful information.

Websites

There are many websites providing information about complementary therapies. Tutors andlearners will need to be aware of the difficulty in validating some of the sources.

Exeter University www.exeter.ac.uk/sshs/compmed has an academic department ofcomplementary therapy. In addition, the printed media feature useful updates on their healthpages.

Other websites represent therapist groups for example:

www.acupuncture.org.uk British Acupuncture Council

www.banl.org.uk British Association for Nutrition Therapy

www.gcc-uk.org General Chiropractic Council

www.nimh.org.uk National Institute of Medical Herbalists

www.ostepopathy.org.uk General Osteopathic Council


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151

Unit 19: Contemporary Issues in Health andSocial Care

Learning hours: 60


Description of unit

This unit aims to develop the learner’s understanding of the factors that may influence publicdebate of matters relating to health and social care. Learners will analyse the methods used tobring information to the public arena for debate, and the validity and reliability of thatinformation will be analysed. Class debate and discussion will be used to analyse the factorsthat affect the development of public opinion. Learners will firstly explore how a range ofhealth and social care issues is presented in the media and then monitor the development of aparticular issue over time and conduct a small local attitude survey about the issue. Learnerswill develop a portfolio of media coverage on the specific issue of interest, and analyse theinterrelationships between public opinion of the issue and the development of related socialpolicy. The role of different media in shaping social behaviours and attitudes and the balancebetween representation and manipulation of health and social care information will beevaluated.



1 Explain how information relating to health and social care gives rise to issues of concernto the public

2 Analyse how issues of current concern in health and social care are presented in the media

3 Research and analyse a range of different perspectives on one specific issue relating tohealth and social care

4 Evaluate current thinking on the chosen issue and its likely influence on the developmentof health and social care services.


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Content

1 Information

Information: from the media: print media, film, TV, radio, internet, use of visual images

Perspectives in the presentation of information: moral panic, discursive perspectives on themedia

Influences on attitudes and behaviour: format of presentation, style of presentation, content

People: individuals, groups, communities, professionals, pressure groups, lobbyists,marketeers, policy formers, others as appropriate

Developments in health and social care: legislation, codes of practice, services,professionalism

2 Issues of current concern

Understand the role of the media in responding to and shaping public opinion

Identification of relevant sources of information

Reliability of sources of information

Conflicting views of current issues

The impact of the internet on news media, politics and professional practice

3 Health and social care

Outline key issues

Awareness of the influence of cultural context

Presentation and emphasis of media and policy makers: ‘spin’ and marketing of issues

Recognition of different interpretations of information

Summarise and draw conclusions about health and social care issues

4 Current thinking

Knowledge of specialist sources of current information: eg websites, news media andjournals

Critical evaluation of information collected

Understanding of impact on services studied


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1 Explain how informationrelating to health and socialcare gives rise to issues ofconcern to the public

• describe how information relevant to health andsocial care reaches the public domain

• identify and describe different techniques forpresenting information in the media

• analyse how the different ways in whichinformation is presented influence attitudes andbehaviour of people

2 Analyse how issues ofcurrent concern in healthand social care are presentedin the media

• evaluate how the public can assess the reliabilityand validity of media information about health andsocial care

• explain ways in which information may be used toinfluence the attitudes and behaviour of people inrelation to health and social care

• analyse how attitudes and behaviour of peopleinfluence developments in health and social care

3 Research and analyse a rangeof different perspectives onone specific issue relating tohealth and social care

• identify, set in context and define the scope of thespecific major issue relating to health and socialcare

• monitor presentation of the issue in a range ofinformation sources and media over a period of time

• summarise different perspectives gleaned from allsources on the issue and how they have changedover time

• carry out a survey of attitudes relating to yourspecific issue in the local area and present asummary of key findings

• analyse the factors that have influenced thedevelopment of the different perspectives over themonitored period

4 Evaluate current thinking onthe chosen issue and its likelyinfluence on the developmentof health and social careservices

• analyse the extent to which local attitudes reflectthose found at a national level

• evaluate the validity of public attitudes andbehaviours in relation to the specific issue

• identify and justify the possible consequences forhealth and social care provision and services


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Guidance

Delivery

Class discussion will be a significant feature of the delivery of this unit. Tutors are advised topromote discussion and use formal debates to assist learners to explore issues of public concernand develop the ability to identify, analyse and evaluate a range of different opinions that maybe held by others. Learners should be introduced to a full range of different media and discusshow information is put across to their audiences. An understanding of different publicaudiences targeted would be useful. Tutorial support will be necessary to support learners asthey monitor their chosen issue over the duration of the unit and plan and analyse their attitudesurvey.

Assessment

Written work will form the major part of evidence submitted for assessment. Evidence of theprimary research carried out should be presented in a concise form. Learners should presentevidence of the media monitoring of the chosen issue in a way that is appropriate to support theevidence needed to meet the requirements of the assessment criteria.

Links

This unit provides an opportunity for learners to access current issues and developments in awide range of health and social care areas, so links may be established with other units on thisprogramme as relevant. Learners may find it beneficial to have completed Unit 7: Social Policy.However, current issues can be focused on practice as well as policy.

Links may be drawn to the following units in the S/NVQ Level 4 in Care:

• Unit O2: Promote People’s Equality, Diversity and Rights


• Unit SC15: Develop and Sustain Arrangements for Joint Working Between Workers andAgencies

• Unit SC17: Evaluate Risk of Abuse, Failure to Protect and Harm to Self and Others.

Resources

Tutors will need to ensure that there are resources available to support learners in researchingcurrent issues and developments. These should include library sources of relevant books,professional journals and a range of popular newspapers and magazines.

Internet access is also particularly important for this unit. Documentary TV programmes ornews items may need to be viewed in class.

Support materials

Textbooks

Seale C — Media and Health (Sage, 2003) ISBN: 0761947302


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Websites

This list is not exhaustive and learners should investigate this medium for sources specific totheir research.

www.doh.gov.uk Department of Health (Social Care link)

www.guardian.co.uk Guardian website (with dedicated Society page)

www.hda-online.org.uk Health Development Agency


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Unit 20: Assistive Technologies

Learning hours: 60


Description of unit

This unit is about learners developing an understanding of the value and use of assistive andcommunication technologies, their function and application within health and social careservices. It is also an opportunity for learners to examine the implications of developments intechnology and the potential impact of their application on services and service users.



1 Investigate the use of and access to appropriate assistive and communicationstechnologies for health and social care

2 Analyse how technology can be applied to support independent living

3 Evaluate implications of developments in assistive technologies which have potential forapplication in health and social care.


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Content

1 Assistive and communications technologies

Assistive technologies: technological devices and systems eg those for security, health andsafety, mobility aids, aids for activities of daily living, visual, audio aids, administration ofmedication

Communications technologies: hardware and software; information and data collectionsystems, web and email delivery systems, telecare provision (eg for information andadvice); electronic forums, counselling and monitoring services; telephone and videoconferencing services; electronic distribution of data via CD-Rom, DVD etc; innovative useof standard technologies eg mobile phones, speed dial, voice activation, PDAs formonitoring, diary appointment systems and others as they evolve; electronic booking andrecording networks

Barriers: cost, technological access difficulties, training; maintenance systems,implications of technical breakdown

Benefits: eg autonomy and independence, reducing risk, access to information, precision oraccuracy

2 Support independent living

Needs: physical care, intellectual, social, emotional, health

Independent living: networking in support groups, medication, access to information,automation of activities

Services: for individuals, families, carers, groups, communities; care workers,organisations, services, agencies

3 Implications of developments

Health and safety: associated with operation of the technology systems, consequences oftechnical breakdown

Ethics: eg autonomy, changes in level of privacy, changes to care worker service userinteractions

Impact on services, organisations and workers: eg remote diagnostic and operativeprocesses, interactions with others, relationships, confidentiality, cost benefit analysis,training

Roles of workers: workload, work scheduling, data exchange, staff development needs


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1 Investigate the use of andaccess to appropriateassistive andcommunicationstechnologies for health andsocial care

• describe a range of technologies and devicesavailable for use within health and social care

• describe a range of communications technologiesavailable to services and service users

• analyse barriers to the use of assistive technologiesin health and social care

• explain benefits of technologies to organisations andindividuals

2 Analyse how technology canbe applied to supportindependent living

• analyse how the use of assistive technologies maysupport independent living

• evaluate the use of assistive technology for onespecific health and social care service user

• make recommendations of how assistivetechnologies might enhance services for individualswith specific health and social care needs

3 Evaluate implications ofdevelopments in assistivetechnologies which havepotential for application inhealth and social care

• describe health and safety considerations in the useof assistive technologies

• analyse ethical considerations in the use of assistivetechnologies

• describe the impact of recent and emergingtechnological developments on health and socialcare services, organisations and care workers

• suggest how assistive technologies might influencethe roles of workers in health and social care in thefuture


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Guidance

Delivery

An overview of technological advances and their application in relation to health and socialcare would be useful to introduce the unit. Tutors will need to structure delivery to ensure thatlearners have sufficient understanding of some core technologies eg computer control systems,robotics, satellite communication.

In addition, practical work on computers and the opportunity to carry out investigative projects,to explore issues with technical specialists and the application of theory and knowledge in awork setting are all essential components of ensuring that learners gain the maximum benefitfrom this unit. Visits to independent living centres or occupational therapy departments couldprovide information about the range of technologies available. Literature from manufacturersand suppliers may also provide insight into the technologies.

Assessment

Assessment is likely to be based on a combination of information gathered during workexperience when working with technology, working on projects and working on independentresearch. Projects, exhibits or case study reports may also be used to generate and presentevidence for assessment.

Links

This unit links with most of the other units in the programme, as there are implications foralmost all health and social care environments in the development of technology. There areopportunities for cross-referencing and integrating work between units eg:

• Unit 3: Ensuring Health and Safety


• Unit 16: Understanding Specific Needs.

The unit will contribute towards the underpinning knowledge for S/NVQ Care Level 4 units:

• O2: Promote People’s Equality, Diversity and Rights

• O3: Develop, Maintain and Evaluate Systems and Structures to Promote the Rights,Responsibility and Diversity of People


• SC16: Assess Individuals’ Needs and Circumstances

• SC18: Plan and Agree Service Responses Which Meet Individuals’ Identified Needs andCircumstances.


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Resources

Access to the internet is essential to keep up to date with current developments. Tutors willneed to be knowledgeable about the latest technological developments and specifically thoseimpacting on health and social care. Demonstrations from visiting specialists would be stronglyrecommended for the unit to be effective.

Visits to specialist workplaces and resources may be useful for learners to see the technologybeing applied.

Support materials


Disabled Living

Websites

www.arc.org.uk Arthritis Research Campaign

www.dlf.org.uk Disabled Living Foundation

www.radar.org.uk Disability Network

www.rnib.org.uk Royal National Institute for the Blind

www.rnid.org.uk Royal National Institute for the Deaf


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Unit 21: Supporting Significant Life Events

Learning hours: 60


Description of unit

This unit investigates how individuals may be supported through expected and unexpectedtransitions associated with the human life cycle and with adjustment to change such as entering,moving or leaving a health and social care service. The responsibilities of managers in ensuringthat a service is responsive to the needs of individuals experiencing trauma and loss will bediscussed.

Learners will analyse ways in which the service may contribute to the maintenance of dignityand self-image for those experiencing traumas and loss. Learners will also explore how staffworking with individuals experiencing significant life events may also be supported.

This unit is recommended for those learners who have had experience of managing health andsocial care services.



1 Analyse the impact of significant life events and transitions on individuals and their socialnetworks

2 Evaluate possible management responses for supporting individuals in health and socialcare experiencing significant life events

3 Critically analyse responses made by a service to significant life events using examplesfrom experience.


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Content

1 Significant life events

Life events and transition: life span: events and transitions associated with life stages:(childhood, adolescence, adulthood, middle age, old age, dying); physical, social,psychological changes relating to lifestyle, relationships, health, illness, disability,economic circumstances, cultural difference etc

Responses: psychological (eg depression, emotional stress), physical (eg reduced mobility,loss of function), social (eg behavioural, detachment)

Groups: life partnerships, family, friends, communities; colleagues, service user groups

Impact for others: care workers, other service users

2 Management responses for supporting individuals

Organisational responses: applying policies and procedures, critical incident responses,routines, support for those in social networks, respect for rituals, adaptations to service egequipment, personal care

Others: family, friends, groups, communities; other service users, care workers

External sources of support: specialists within the health and social care sector and theframework within which they work; support therapies eg counselling, aromatherapy;cultural, faith communities; agencies eg the Deaf Society, the RNIB, The DementiaAssociation etc, information and advice eg financial, legal

3 Responses made by a service

Policies and procedures: eg confidentiality, bereavement, accessing specialist services etc

Recommendations: eg for policies, procedures, organisational culture, management style,accommodation and facilities etc

Personal experiences: in the workplace, other experience (at the discretion of individuallearners) sufficient to recognise place of learner self-awareness in relation to supportingothers


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1 Analyse the impact ofsignificant life events andtransitions on individuals andtheir social networks

• explain different types of significant life event andtransition that may be experienced by individualsover the life span

• describe different responses made to significant lifeevents and transition by individuals

• analyse how a group responds to significant lifeevents that occur to one of its members

• analyse the impact for others in health and socialcare when a service user experiences significant lifeevents

2 Evaluate possiblemanagement responses forsupporting individuals inhealth and social careexperiencing significant lifeevents

• describe possible organisational responses tosignificant life events and transitions that may bemade by managers in health and social care

• analyse how others in social networks may providesupport to individuals experiencing a significant lifeevent or transition

• evaluate external sources of support for thoseaffected by significant life events and transition

3 Critically analyse responsesmade by a service tosignificant life events usingexamples from experience

• evaluate the effectiveness of organisational policiesand procedures in supporting individuals in healthand social care experiencing significant life events

• make recommendations for improving the supportavailable in the organisation for individuals andtheir social networks experiencing significant lifeevents and transition

• analyse the effectiveness of personal contributionsto the support of others experiencing a significantlife event


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Guidance

Delivery

This unit lends itself to in-class discussion of case studies. Learners should be encouraged todiscuss their experience of real cases, but care should be taken to protect the confidentiality ofservice users. Discussion will need to be managed sensitively for members of the groupaccording to the personal experiences of its members. The unit lends itself to personalreflection and analysis of the learners’ own life experiences. Involvement of others, forexample, specialists such counsellors or those from voluntary organisations could provide auseful contribution to an understanding of support approaches.

Assessment

Learners will need to provide clear written evidence of their ability to link theory to practice.They will need to demonstrate that they can think about the whole system comprised of thesocial environment beyond the residential setting as well as the residential setting itself.

Assessment tasks should require learners to analyse real case material.

Links

There may be opportunities to link assessment of this unit with


• Unit 23: Counselling Skills Development and Practice.

This unit is strongly linked with Unit RM2 from the S/NVQ Level 4 Registered Manager(Adults): Ensure Individuals and Groups Are Supported Appropriately When ExperiencingSignificant Life Events and Transitions.

Links may also be drawn to units from the Level 4 S/NVQ in Care:



Resources

A tutor with experience of the management of social care will be required to support thelearning for this unit.


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Support materials

Information from specialist organisations will be useful eg CRUSE, Samaritans, Relate.

Textbooks

Allott M and Robb M — Understanding Health and Social Care — an Introductory Reader(Sage Publications, 2000) ISBN: 0761956867

Cook A and Oltijenbrans K — Dying and Grieving — Life Span and Family Perspectives(Thomson, 1997) ISBN: 0155015060

Spall B and Callis S — Loss, Bereavement and Grief (Nelson Thornes, 1997)ISBN: 0748733221

Toft C — Care and Registered Manager’s Award at S/NVQ Level 4 (Hodder Arnold, 2003)ISBN: 0340876050

Websites



www.doh.gov.uk Department of Health



www.sssc.uk.com Scottish Social Services Council


www.topss.org.uk TOPSS


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Unit 22: Developing Counselling Skills

Learning hours: 60


Description of unit

This unit focuses on the identification, practice and development of interpersonal andcounselling skills. On completion of the unit, learners will have the inter-related skills requiredto initiate, maintain and conclude a counselling interaction. The learners will also exploreappropriate theoretical perspectives that underpin counselling and how the core models ofcounselling may be applied in health and social care situations. Learners will acquire anunderstanding of ethical considerations in counselling and the ethical codes that governcounselling practice. Learning will take place through the use of role play, with peer and tutorobservation and feedback supporting learners to develop the self-awareness and skills neededfor counselling interactions. The unit will enable learners to develop appropriate counsellingskills to support their work role in the health and social care.



1 Describe the theoretical perspectives used in counselling

2 Evaluate the role of counselling interactions in a health and social care service withwhich you are familiar

3 Demonstrate appropriate counselling skills in a simulated counselling interaction

4 Describe the boundaries and current ethical codes that apply in counselling.


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Content

1 Theoretical perspectives

Theoretical models: psychodynamic, humanistic, cognitive-behavioural

Contribution of major theorists: theories of Freud, Klein; theories of Rogers, Perls,personality theory; theories of Ellis, Beck, 4-stage problem-solving

2 Counselling interactions in health and social care

Individuals: service users, health and social care workers

Scope and access: eg availability, internal or external to service organisation, referral,funding etc

Potential benefits: to individuals, groups, communities; those who work in the organisation;eg behaviour change, enhanced health and well-being, alleviation of symptoms etc

Factors influencing the use of counselling interactions: eg access, confidentialenvironment, resource availability, organisational culture, professional boundaries etc

3 Counselling skills

Initiate and establish: satisfactory demonstration of skills relating to: setting boundaries,confidentiality, opportunity to disclose, clarification of counsellor role, recognisingfeelings, review techniques, managing self in interaction, use of Stage 1 skills

Maintain and develop: satisfactory demonstration of skills relating to: managing silence,timing of responses, managing personal feelings and agendas, use of challenging skills, useof ‘here and now’, facilitating of client self-understanding, setting goals with client, use ofan integrated and structured approach, use Stage 1 and 2 skills

Conclude: demonstrate Stage 1, 2 and 3 skills, satisfactory demonstration of skills relatingto: exploration of strategies for client to achieve goals, enable client choice, informationoffered acceptable and free from bias, manage ending

Evaluate the interaction: outcomes for client of the interaction, effectiveness of owncontribution to client outcomes, skills used and their effectiveness, management of self egown feelings

Evaluate development of own skills: strengths and weaknesses, learning from personaljournal, responses to feedback from others, application to workplace role, personal insights,self-awareness gained etc


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4 Boundaries and ethical codes

Counselling relationship: boundaries (eg political, social, organisational), context of work,policies and procedures, professional counselling contract

Ethical guidelines: BACP Code of Ethics, other emerging guidelines as appropriate, otherprofessional codes eg Nursing and Midwifery Council

Legal factors: legislation relating to data protection, anti-discriminatory practice, protectionof vulnerable people; professional liability, indemnity

Role of supervision: nature of counselling supervision, different models of supervision,importance for ethical practice


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1 Describe the theoreticalperspectives used incounselling

• define different theoretical models used incounselling work

• compare the contribution of major theorists to thedifferent perspectives used in counselling

• analyse the advantages and disadvantages ofdifferent theoretical perspectives in health andsocial care situations

2 Evaluate the role ofcounselling interactions in ahealth and social careservice with which you arefamiliar

• describe the scope of and access to counsellingsupport available for individuals in the chosenservice

• identify and explain potential benefits ofcounselling interactions for individuals within thechosen service

• analyse the factors that influence the use ofcounselling interactions for the individuals withinthe service

• make justified recommendations for maximisingbenefits of counselling interactions for individualswithin the service

3 Demonstrate appropriatecounselling skills in asimulated counsellinginteraction

• initiate and establish a counselling relationshipusing counselling skills

• maintain and develop the relationship usingcounselling skills

• conclude the interaction using counselling skills

• evaluate the interaction

• evaluate development of own counselling skills

4 Describe the boundaries andcurrent ethical codes thatapply in counselling

• explain current ethical guidelines for counsellorsand supervisor practitioners

• analyse the legal factors that should be consideredin counselling interactions

• evaluate the role of supervision in counselling


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Guidance

Delivery

There should be opportunities for learners to develop their counselling skills through role playswithin the class group throughout the delivery of the unit. An introduction to the work ofdifferent theorists and how it relates to counselling interactions will be required andopportunities for learners to discuss the use of counselling skills within health and social carework would be helpful. Learners should be prepared to develop self-awareness through thefeedback on the practical role-plays in class from tutors and peers. Learners are not expected toengage in counselling interactions with clients to achieve this unit. Maintenance of a reflectivejournal by each learner specifically for this unit is recommended.

Assessment

Assessment of outcome 4 should take place at the end of the programme after learners have hadthe opportunity to develop their counselling skills over a period of time through the class roleplay. Evidence for outcome 3 will require some individual research on the range of counsellingservices available to support the needs of the individuals in the health and social care servicechosen (this may be the workplace).

Links

There are links in this unit to aspects of theory explored in Unit 15: Psychology for Health andSocial Care. There are also links to Unit 1: Communicating in Health and Social Care, Unit 4:Continuing Development A and the unit may also be a useful complement to Unit 21:Supporting Significant Life Events.

Links may also be made to S/NVQ Level 4 in Care:

• Unit SC14: Establish, Sustain and Disengage from Relationships with Clients

• Unit SC16: Assess Clients Needs and Circumstances


• Unit SC18: Plan and Agree Source Responses Which Meet Individual’s Needs andCircumstances.

Links may be drawn to the S/NVQ Level 4 in Counselling units:

• CM_41: Employ a Theoretical Framework in Counselling

• CM_42: Engage in a Counselling Process with Clients

• CM_46: Reflect on Own Counselling Practice.

Resources

An experienced counselling practitioner, preferably with teaching experience is required for thedelivery and assessment of this unit. Accommodation should provide opportunity for the roleplays to be conducted with appropriate respect for confidentiality. Accessible counsellingservices may be necessary to support individual learners if required.


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Suggested reading

Textbooks

Aldridge S and Rigby S — Counselling Skills in Context (Hodder Arnold/BACP, 2001)ISBN: 0340799641

Bayne R, Horton I, Marry T, Noyes E and McMahon — The Counsellor’s Handbook,2nd Edition (Nelson Thornes, 1999) ISBN: 0748733094

Burnard P — Counselling Skills for Health Professionals (Nelson Thornes, 1999)ISBN: 0748739769

Nelson-Jones R — Theory and Practice of Counselling and Therapy, 3rd Edition (Sage, 2001)ISBN: 1412900514

Wolfe and Dryden W — Handbook of Counselling Psychology (Sage, 1996)ISBN: 0803989911

Websites

www.bacp.co.uk British Association of Counselling and Psychotherapy


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Unit 23: Continuing Development B

Learning hours: 60


Description of unit

This unit builds on the experience gained from completion of Unit 4: Continuing DevelopmentA. 200 hours of work experience in addition to the hours completed for unit 4, are required forachievement of the unit. Collection of evidence for this unit may commence before completionof Unit 4 but it is expected that learners will only embark on this unit (Unit 23) if theirresponsibilities and practice opportunities within the work place are appropriate for the learningoutcomes and assessment criteria to be met.

It is expected that learners will be able to demonstrate appropriate levels of understanding ofservice user needs, be an effective team worker, and be able to work with initiative in theworkplace. In addition to demonstrating on-going personal development, learners will berequired to contribute actively to the planning and delivery of care for individuals and monitorthis over a period of time. Presentation of a case study to demonstrate understanding of thefactors that influence care planning is essential to the unit.

Learners will begin to demonstrate leadership skills, lead meetings and understand their role inrelation to organisational structures and systems and to external factors influencing carepriorities, including emerging developments and change.

It is essential that learners and assessors respect the confidentiality of information fromthe workplace at all times.



1 Present, through a case study, how the needs of an individual service user are identified,met and managed over a period of time

2 Analyse ongoing progress towards planned personal development objectives

3 Demonstrate development of leaderships skills within a workplace team

4 Critically analyse own contributions and responses to organisational processes andemerging developments.


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Content

1 Case study

Relevant information: eg personal circumstances, state of well-being; involvement ofindividual, family and friends, professionals; records and reports, understanding ofprocesses, risk assessments etc

Rights: preferences and choices, safety and security, autonomy and independence,confidentiality, protection from harm and abuse

Monitor: implementation of care plan, impact of intervention/non-intervention, unforeseenevents and consequences

Dilemmas and barriers: conflicts and disagreements, rights and best possible outcomes forthe individual, preferences and choices eg of individual vs. rights of others

Communication: strategies and approaches used, systems and procedures, barriers

2 Planned personal development

Plans: continuation from Unit 4: Continuing Development A, revisions to aims andobjectives, changing priorities, context of work/placement

Learning from others: formal learning and training (eg tutors, assessors); observation,mentoring, supervision, tutorials; informal networks, team members, line managers, serviceusers, other professionals etc

Values, behaviour and practice: principles of good practice, initiative, responsibilities,types

3 Leadership skills

Leadership style: communication, involvement of others, eg shared objectives, training etc

Team meeting: plan and prepare associated materials, conduct business of meeting, prepareminutes, follow up actions

Supporting others: eg observing, counselling, advising, mentoring, teaching/training, co-operative working, representing to others, assessing, feedback

Effectiveness of team: eg group dynamics, performance, adopted roles, personalities andvalues, role of planned and informal team building activities

Leadership skills: motivation, empowering others, vision, facilitation, communication,decision making


177

4 Organisational processes and emerging developments

Organisational processes and developments: responsibilities, policies and procedures,initiatives and innovations, research, monitoring quality, implementing change, assessingimpact etc

Improvements for individuals: in health and social care settings, achieving best possibleoutcomes, increasing choice, independence, maximising learning etc

New information, policies and developments from outside the workplace: statutory andsocial change, research, new techniques and approaches, professional updating, impact ofsocial policy


178




1 Present, through a case study,how the needs of anindividual service user areidentified, met and managedover a period of time

• describe all relevant information required toprepare, implement and monitor the care plan for anspecific service user

• explain the ways in which service user rights,independence and autonomy are respectedthroughout

• analyse the effectiveness of the care plan andmodifications to the plan made over time

• evaluate the strategies adopted to deal with anydilemmas and barriers pertinent to the case study

• evaluate the role of communication, team work andother agencies in the care process and on theoutcomes for the service user

2 Analyse ongoing progresstowards planned personaldevelopment objectives

• review, update and monitor personal developmentplans in accordance with professional needs andpersonal goals

• analyse how own values, skills and practice havedeveloped through learning from others

• critically evaluate own values, behaviour andpractice and the impact of these on your work withdifferent people

3 Demonstrate development ofleaderships skills within aworkplace team

• analyse own leadership style within work teams

• lead a team meeting

• analyse own abilities in supporting others withwhom you work

• analyse the effectiveness of the work team and ownrole in enhancing the performance of the team andindividual team members

• justify ways to further develop own leadership skills


179



4 Critically analyse owncontributions and responsesto organisational processesand emerging developments

• explain own contributions to organisationalprocesses and developments

• evaluate how organisational structures, systems andprocesses may influence the work of theorganisation or agency in which you work

• suggest and justify ways in which organisationalsystems and structures could be developed to effectimprovements for individuals

• analyse how new information, policies anddevelopments from outside the workplace influenceyour own role and responsibilities within theworkplace


180

Guidance

Delivery

Learners undertaking this unit will be expected to have developed the ability to work with somedegree of autonomy in recognising opportunities for meeting the assessment criteria andgathering and collating evidence appropriately. The support of workplace mentors andmanagers is essential for learners to be able to generate evidence needed for the case study(outcome 1) and to chair a meeting (outcome 4). It is expected that learners will have a leadingrole or the capacity to develop leadership qualities in work experience as a minimum to achievethis unit. Learners should be able to recognise relevant links with work being carried out forother units and to apply the knowledge and understanding gained from their study andexperience to their personal development as care workers. Tutorial support to monitor theprogress of learners will be essential as well as access to relevant professional journals,websites etc.

Assessment

Learners will present a portfolio of evidence to demonstrate their continuing development andverified evidence of time spent in work experience. This should be included within theirpersonal development portfolio. Evidence should be unique to the learner and cross-referencedto the assessment criteria. Evidence may take the form of expert witness testimony, observationrecords, assignments, reflective accounts, descriptive reports and artefacts. Learners areexpected to ensure confidentiality of all evidence from the workplace/placements. Evidencefrom other units in the Higher National programme or from other qualifications (eg an S/NVQ)may be presented if relevant but must be fully cross-referenced to the assessment criteria of thisunit. If evidence from other sources is used, verified copies of the evidence are acceptable.Evidence would normally include a journal maintained for the duration of the programme.There should be clear evidence of personal progression and learning from practice.

Links




Links may also be drawn to S/NVQ Level 4 Care:





181

Support materials

Textbooks

Davies C, Finlay L and Bullman A — Changing Practice in Health and Social Care (The OpenUniversity, 1999) ISBN: 0761964967

Websites

www.cipd.co.uk Chartered Institute of Professional Development

www.ento.org.uk Employers National Training Organisation


182


183

Unit 24: Understanding Learning

Learning hours: 60


Description of unit

This unit investigates the learning process. Learners will explore current theories of learningand relate these to the development of practical skills and the acquisition of knowledge andunderstanding. The effectiveness of learning will be discussed, particularly through analysis ofthe concept of individual learning style. Learners will draw on their own experience to analysestrategies for supporting learning, particularly in the health and social care workplace and non-classroom situations. Learners will also investigate basic skills needs and discuss how practicesin the workplace can provide support for care workers with these needs.

This unit is particularly appropriate for those with responsibilities for supporting the learning ofothers in the workplace. It provides a theoretical basis for Unit 25: Assessing and DevelopingOthers.



1 Analyse different theories of learning

2 Discuss the impact of learning style on learning by individuals

3 Analyse strategies for supporting formal and informal learning

4 Describe ways of supporting the basic skills needs of workers in health and social care.


184

Content

1 Theories of learning

Domains of learning: cognitive, psychomotor, affective

Models of learning: learning cycle (Kolb), learning circles (Race)

Theories of learning: behaviourist, gestalt, cognitive, humanistic

2 Learning style

Influences: motivation, environment, culture, communication, past experience

Learning style: activist, reflector, pragmatist, theorist, eg visual, aural, kinaesthetic

Own learning: motivation, responsibilities, experiential, learning from others, learning bydoing

3 Formal and informal learning

Teaching strategies: work-based, through experience; learning in groups, individuallearning

Work-based strategies: classroom-based teaching, mentoring, tutoring, shadowing,demonstration, coaching, on-line, question and answer, independent learning; one-to-one,groups

Strategies for supporting learning: planning, induction, resources and materials, guidance,personal support, monitoring and review, feedback

4 Supporting basic skills needs

Basic skills: literacy, numeracy, IT, second language, sensory impairment

Barriers: dyslexia, dyspraxia, attention deficit, time-management

Diagnostic tools: for literacy, numeracy; oral, paper-based, online

Support for basic skills needs: teaching strategies, technical aids, learning materials


185




1 Analyse different theories oflearning

• explain how different domains of learning apply tolearning in health and social care

• discuss a range of models of learning in relation tothe development of practical skills

• discuss a range of models of learning in relation tothe acquisition of knowledge and understanding

• analyse a problem-solving situation you haveencountered in relation to different theories oflearning

2 Discuss the impact oflearning style on learning byindividuals

• explain different factors that can influence theeffectiveness of learning

• explain concepts of learning style

• analyse own preferred learning style

• analyse influences on own learning in relation tolearning theory

3 Analyse strategies forsupporting formal andinformal learning

• describe, with the aid of examples from your ownexperience, a range of teaching strategies

• discuss a range of teaching strategies appropriate tosupport the learning of others in the health andsocial care workplace

• apply learning theory to the development of learningstrategies

• evaluate your own contributions to supporting thelearning of others in the health and social careworkplace

4 Describe ways of supportingthe basic skills needs ofworkers in health and socialcare

• define basic skills

• explain barriers to learning that may be encounteredwhen individuals have basic skills needs in thehealth and social care workplace

• describe ways in which basic skills needs may bediagnosed

• analyse different approaches that may be adopted tosupport learning in the workplace for care workerswith basic skills needs


186

Guidance

Delivery

Class discussion supported by a structured approach is recommended to introduce differentlearning theories and their application to learning from workplace experience. Learners couldbe encouraged to draw on their own experiences of learning and to reflect on these in relation totheir own learning style. Completion of a learning style questionnaire could be used as a basisfor this. Exploration of a range of different basic skills needs and diagnostic tools available forformal assessment of these would also be useful.

Assessment

Evidence to meet the assessment criteria may come from formal work supplemented bylearning journal entries, records of expert witnesses, reflective accounts etc.

Links

This unit provides some theoretical background to support the following unit in thisqualification:


• Unit 23: Continuing Development B

• Unit 25: Assessing and Developing Others.

It also has links to occupational standards of FENTO and ENTO in teaching, learning anddevelopment.

Links may be made with S/NVQ in Care Level 4:


• Unit SC18: Plan and Agree Source Responses Which Meet Individuals’ Identified Needsand Circumstances.

Links may also be made to the National Occupational Standards in Management Unit 28:Provide Learning Opportunities for Colleagues.

Resources

A tutor specialist with experience of teacher training for the post-compulsory sector isrecommended to support this unit.


187

Support materials

Textbooks

Armitage A — Teaching and Training in Post-compulsory Education (OUP, 1999)ISBN: 0335212735

Moon J — Reflection on Learning and Professional Development (Kogan Page, 2000)ISBN: 074943452X

Petty G — Teaching Today: A Practical Guide (Nelson Thorne, 1998) ISBN: 0748735070

Reece I and Walker S — Teaching, Training and Learning (Business Education PublicationsLtd, 2003) ISBN: 1901888304

Wallace S — Teaching and Supporting Learning in Further Education (Learning Matters Ltd,2001) ISBN: 1903300282

Journals

Adults Learning (NIACE)

Community Care Focus

Websites

www.DfES.gov.uk Department for Education and Skills

www.ento.org.uk Work-based learning National Training Organisation

www.fento.co.uk Further Education NTO

www.LSDA.org.uk Learning and Skills Development Agency

www.niace.org.uk National Institute for Adult Continuing Education


188


189

Unit 25: Assessing and Developing Others

Learning hours: 60


Description of unit

This unit is appropriate for those whose job role includes the supervision of other workers inhealth and social care. The unit provides an understanding of the different ways individualworkers may be supported in the workplace to develop their practice. The unit explores ways ofplanning learning opportunities and the factors that contribute to successful delivery of learningin the workplace. In particular, learners will be expected to formally assess the practical skillsof others against occupational standards and to achieve an appropriate recognised qualificationfor assessment and internal verification. Learners must, therefore, have access to candidatesundertaking competence-based qualifications in accordance with occupational standards.Learners will gain an understanding of how to quality assure assessment and learning deliveryand analyse how learning in the workplace helps to promote the quality of care for individuals.



1 Describe strategies for promoting learning in the workplace

2 Analyse different approaches for assessing and supporting learning needs of individualworkers in health and social care

3 Demonstrate competence in assessing outcomes of learning and achievement

4 Evaluate how learning in the health and social care workplace benefits the service user.


190

Content

1 Promoting learning in workplace

Factors contributing to a learning environment: organisational culture, organisationalneeds, resources, service user needs etc

Learning: learning cycles, learning circles; learning through doing, learning throughexperience; planning, teaching, observing, mentoring, tutoring, demonstration, feedback

Resource implications: time, access to expertise, equipment, accommodation, staff resourceetc

2 Assessing and supporting learning needs

Factors influencing learning needs: APL/APEL opportunities, aptitude, abilities,aspirations, needs of the organisation etc

Identifying learning needs: careers guidance, recruitment and selection, appraisal,diagnostic assessment, monitoring and review etc

Factors to consider in planning programmes: learning outcomes required for individuals,for teams, for the organisation; resources, scheduling, occupational standards, learningstyles etc

Strategies for supporting learning: programme planning: one-to-one, group, classroom-based, on-line learning; individual learning plans, formative assessment, summativeassessment, feedback, monitoring and review

3 Competence in assessing outcomes

Techniques for assessing learning: testing, question and answer, expert witness records,direct observation, projects, presentations, artefacts produced etc

Competence in assessment: in accordance with current occupational standards appropriatefor assessing responsibilities, including updating of competence if appropriate eg Units A1and A2 within the ENTO national occupational standards for Learning and Development

Competence in internal quality assurance: in accordance with current occupationalstandards, including up-dating of competence if appropriate eg Unit V1 within the ENTOnational occupational standards


191

4 Benefits to service users

Competence: planning learning, teaching, assessing, providing feedback, supporting qualityassurance

Benefits: service users, team members, managers; within the organisation, external agencies

Effectiveness of learning programmes: achievement of outcomes eg against individuallearning plans, benchmarks, organisational targets; feedback from learners eg learnerperception surveys, focus groups, career progression


192




1 Describe strategies forpromoting learning in theworkplace

• explain factors that contribute to learning in thehealth and social care workplace

• describe different ways in which learning can occurin health and social care workplaces

• analyse resource implications for supportinglearning that occurs in the workplace

2 Analyse different approachesfor assessing and supportinglearning needs of individualworkers in health and socialcare

• analyse factors that may influence the learningneeds of individuals

• describe ways in which learning needs of workers inhealth and social care may be ascertained

• describe factors to be considered when planningworkplace learning programmes

• analyse, with examples from your own workplace, arange of strategies for supporting learning in theworkplace

• produce and justify a programme to support learningin the workplace

3 Demonstrate competence inassessing outcomes oflearning and achievement

• compare the application of a range of differenttechniques for assessing learning by individualsworking in health and social care

• demonstrate competence against currentoccupational standards for the assessment ofindividuals

• demonstrate competence against currentoccupational standards for the internal qualityassurance of assessment

4 Evaluate how learning in thehealth and social careworkplace benefits theservice user

• evaluate own competence in supporting learning andassessment of others

• analyse how learning by workers in health andsocial care benefits others

• describe ways of evaluating the effectiveness oflearning programmes

• evaluate the effectiveness of a programme oflearning for others with which you have beeninvolved in delivering or assessing


193

Guidance

Delivery

Tutors are advised to ensure that learners selecting this unit have sufficient opportunity to meetthe assessment requirements. One learning programme and assessment of a minimum of threelearners would be required. An introduction to learning and assessment processes will berequired for this unit. However, class discussion to encourage sharing of experiences from theworkplace is recommended. Tutorial support will also be important to ensure individuallearners make progress towards meeting assessment requirements in the particularcircumstances of their workplace. Learners may need guidance to identify opportunities forgathering appropriate evidence for assessment, depending upon their work responsibilities.Specific guidance, for example in building a portfolio of competence for assessment, will alsobe required to ensure that the evidence learners generate and present for outcome 3 is in linewith the relevant occupational standards.

Assessment

Learners will present evidence for outcome 3 in accordance with the assessment requirementsfor the occupational standards being used. An integrated approach for assessment of otheroutcomes could be based on a programme of learning in the workplace devised by the learner.

Links

This unit links closely with:




• Unit 24: Understanding Learning.

Links may also be made to S/NVQ Level 4 in Care unit SC18: Plan and Agree SourceResponses Which Meet Individuals’ Identified Needs and Circumstances.

Links may be made to the National Occupational Standards in Management:

• Unit 27: Assess the Performance of Colleagues

• Unit 28: Provide Learning Opportunities for Colleagues.

Resources

A tutor with a background in training or teaching and who is competent to assess againstrelevant national occupational standards is recommended for this unit. Alternatively,arrangements for an appropriately qualified and experienced assessor will be required to assessparticularly outcome 3.


194

Support materials

Textbooks

Brandes D and Ginnis P — A Guide to Student-Centred Learning (Nelson Thornes, 1996)ISBN: 0748719946

Day M — The Role of the S/NVQ Assessor (Nelson Thornes, 1996) ISBN: 1873732236

Doel M, Sawdon C and Morrison D — Learning, Practice and Assessment: Signposting thePortfolio (Jessica Kingsley Publishers, 2002) ISBN: 1853029769

Jarvis P and Gibson S — The Teacher Practitioner and Mentor in Nursing, Midwifery andHealth Visiting (Nelson Thornes, 1997) ISBN: 0748733388

McSharry R and Bassett C — Practice Development in the Clinical Setting (Nelson Thornes,2002) ISBN: 0748761462

Websites

www.ento.co.uk Work-based learning standards setting body

www.fento.org.uk Further Education National Training Organisation


195

Unit 26: Leadership and Organisations

Learning hours: 60


Description of unit

The unit explores the theoretical concepts used to explain how organisations function andinvestigates the role of leadership within organisations. Current thinking in management theorywill be discussed with particular reference to health and social care organisations. Learners willbe encouraged to apply theoretical concepts to organisations with which they are familiar and toanalyse their own leadership role within the organisation in which they work. The relationshipbetween individual and organisational effectiveness and their impact on health and social careservices will also be discussed from the perspective of both service users and care workers.Learners will also explore external influences and the impact of change on organisationaleffectiveness. Differences between organisations and the effect this has on their interactions indelivering health and social care services will also be investigated.



1 Apply theoretical concepts to organisational structure and culture

2 Analyse the role of leadership in health and social care organisations

3 Investigate the influence of external factors on organisational effectiveness

4 Evaluate interactions between organisations delivering health and social care services inrelation to organisational theory.


196

Content

1 Organisational structure and culture

Types of organisations: public, private, not-for-profit; formal/informal; function differenceseg service-based, product-based, multi-functional (eg delivering services, commissioningservices, fund-raising)

Theories relating to behaviour of individuals and groups: individuals: personality,motivation theories (eg Maslow, Herzberg, McClelland, Vroom), job design, stress,conflict; groups: formal, informal; group formation, socialisation, roles, ambiguity,compliance, conformity, group think, team building (eg Belbin, Janis, Asch, Milgram)

Organisational structures: centralised, de-centralised, divisional etc; hierarchical,partnership, bureaucracy, co-operative, professional association, etc; task-based, process-based, role-based, power-based etc; differentiation, integration

Organisational culture: individuals, roles, power, norms and symbols, values and beliefs;development of organisational culture

Communication: systems, medium, verbal, non-verbal; impact of emerging communicationtechnologies, organisational systems

2 Role of leadership

Organisational effectiveness: different perspectives: outcome-based, process-based,financial efficiency, customer satisfaction, performance targets etc

Concepts of leadership: leadership, management, administration; transactional versustransformational leadership; formal, informal; leadership styles (eg Hay/McBer); authority,accountability, responsibility

Leadership and change: vision, mission, goal-setting, strategy, conflict resolution,management of change, delegation, consultation, decision making, team building,developing others

3 External factors

Environmental factors: demographic, cultural, political, economic, legislation,technological advances etc

Potential impact: on people (service users, workers, others); roles and responsibilities,accountabilities; functions and services

Organisational restructuring: eg downsizing, merger, take-over, privatisation; impact onjobs, tasks, culture, accountabilities etc

Approaches: consultation, target setting, planning, motivation, teambuilding etc

4 Interactions between organisations

Interactions: eg organisational, professional, economic, service-based


197




1 Apply theoretical concepts toorganisational structureand culture

• identify different types of organisation

• explore theories relating to behaviour of individualsand groups in organisations

• compare and contrast different organisationalstructures

• analyse concepts of organisational culture

• analyse the influence of communication onorganisational culture

• analyse how the structure and culture of a health andsocial care organisation impacts on its effectiveness

2 Analyse the role ofleadership in health andsocial care organisations

• explore concepts of leadership and organisationaleffectiveness and distinguish between them

• analyse how leadership and management influencethe effectiveness of organisations

• analyse your leadership style and leadership roleworking in health and social care

• analyse the role of leadership in managing change

• evaluate leadership contributions of self and othersto the effectiveness of a health and social careorganisation with which you are familiar

3 Investigate the influence ofexternal factors onorganisational effectiveness

• analyse how environmental factors affect health andsocial care organisations

• assess the potential impact of these factors on thestructure and culture of health and social careorganisations

• analyse the impact of organisational restructuring inhealth and social care

• evaluate approaches to lessen the impact oforganisational change in health and social care

• use examples from own experience


198



4 Evaluate interactionsbetween organisationsdelivering health and socialcare services in relation toorganisational theory

• assess how different organisational structures andcultures influence the effectiveness of partnershipsbetween organisations delivering health and socialcare services

• evaluate, using organisational theory, your ownexperience of interactions with other organisationsin delivering health and social care services

• make justified recommendations to enhance theeffectiveness of partnership working in health andsocial care


199

Guidance

Delivery

Discussion will form an important part of the delivery of this unit. Learners should beencouraged to reflect on their own experiences of working within groups and organisations.Exploration of the work of key management theorists and the application of their ideas to healthand social care organisations with which learners are familiar is recommended. The use ofleadership style questionnaires is also commended as a basis of discussion. The use of video,role-play, presentations will also be helpful. Class activities may generate evidence to supportassessment in other units of the course.

Assessment

An integrated approach to the assessment of the outcomes would be appropriate in this unit.

Links




• Unit 5: Working in Partnership



• Unit 27: Facilitating Change in Health and Social Care


This unit provides a broad framework which will be relevant to many of the other units in thisqualification. It is directly relevant to the level 5 Strategic Management Unit A8: Evaluate andImprove Organisational Performance.

Resources

Case study material based on real or fictitious organisations will be essential to ensure that thetheoretical learning is applied to understanding how organisations operate, develop and change.

Library resources need to support the range of knowledge and theoretical concepts addressed.

Tutors need to be able to use sociological and psychological concepts to underpinunderstanding of how organisations operate.


200

Support materials

Textbooks

Billsberry J (Editor) — The Effective Manager (The Open University, 1996)ISBN: 0761951113

Brooks I — Organisational Behaviour, Individuals, Groups and Organisations, 2nd Edition(Prentice Hall, 2003) ISBN: 0877781265

Dawson P — Understanding Organisational Change (Sage Publications, 2002)ISBN: 0761971602

Handy C — Understanding Organisations (Penguin, 1993) ISBN: 0140156038

Mullins L C — Management and Organisational Behaviour, 5th Edition (FinancialTimes/Pitman Publishing, 1995) ISBN: 0273651471

Journals

Journal of Management Development

Management Today

Professional Manager


201

Unit 27: Facilitating Change in Health andSocial Care

Learning hours: 60


Description of unit

This unit aims to provide a basis for learners to assess the impact of change on care services,services users and communities. The unit explores the practice of facilitating change in healthand social care as part of the planning process and as an essential element of change reviews.Learners will apply a range of knowledge and theories from other units within the qualification.



1 Analyse the potential impact of proposed changes in service provision on staff, serviceusers and communities

2 Review the impact of organisational change on service users, service provision and carestaff

3 Assess the potential impact of social trends on services and services users.


202

Content

1 Potential impact of proposed changes

Changes: relocation of services, referral systems, access and entitlement, skill mix,resource allocation, working conditions, management, staffing levels, professional rolesand accountability, monitoring and review systems

Impact: efficiency, response times, cost, customer satisfaction, access, staff satisfaction,environment

2 Impact of organisational change

Evaluative research surveys

Customer/staff satisfaction

Measures of efficiency: cost-benefit, referral rates, case completion, waiting and responsetimes etc

3 Impact of social trends

Social trends: age structure, family and household trends, migration, mobility, incomedistribution, population density, environmental improvements/hazards, employment,leisure, transport and communications

Impact: changing community needs, level of service, nature of service, location of services,demand and expectation


203




1 Analyse the potential impactof proposed changes inservice provision on staff,service users andcommunities

• explain rationale for proposed changes in serviceprovision

• assess potential benefits to staff, service users andcommunities of proposed changes

• identify challenges and suggest strategies forreducing undesirable impacts

2 Review the impact oforganisational change onservice users, serviceprovision and care staff

• devise strategies and criteria for reviewing changes

• measure impact against agreed criteria

• evaluate overall impact of changes

3 Assess the potential impactof social trends on servicesand services users

• identify key demographic and social trends withinthe local population.

• assess potential impacts on service delivery andprovision

• propose appropriate service responses to likelychanges


204

Guidance

Delivery

Learners should be encouraged to use appropriate research methods and may need to havecompleted Unit 6: Health and Social Care Research Project. Delivery will be via a mixture ofclassroom activities, lectures and group work.

Assessment

Evidence for this unit will be in the form of a series of presentations reporting on the actual,and potential impact of changes in service provision and social trends. Learners should be ableto devise and carry out a rapid appraisal of the main impacts of changes in these areas. Learnerswill need to show an understanding of some basic research strategies and be able to interpretsimple demographic data.

Links

This unit is linked to:




The skills involved in making rapid appraisals of the impact of change are important both formanagers and practitioners in the health and social care industries.

Therefore the unit can be linked to the following units in the S/NVQ Level 4 in Care:


• SC18: Plan and Agree Service Responses Which Meet Individual’s Identified Needs andCircumstances.

Links may also be made with units in the National Occupational Standards in Management:

• Unit 16: Lead Change

• Unit 17: Plan Change

• Unit 18: Implement Change.

Resources

Tutors will need to be able to guide learners through a variety of data sources as well asproviding support for rapid appraisal strategies for facilitating change in health and social care.Learners will need access to service design and delivery documents as well as demographic andsocial profiles of local communities.


205

Support materials

Textbooks

Mabey C and Mayon-White B — Managing Change (Paul Chapman Publishing/The OpenUniversity, 1993) ISBN: 185396 2260


206


207

Unit 28: Managing Quality in Health andSocial Care

Learning hours: 60


Description of unit

This unit explores how quality relates to health and social care services. Different concepts andperspectives of quality will be examined as well as the links between the principles of goodpractice, models of quality and the delivery of quality services. Learners will be introduced todifferent methods of assessing quality and how these may be applied to health and social carecontexts to develop strategies for developing and implementing quality systems. Through aspecific example of a health or care service, learners will critically evaluate how systems,policies and procedures influence the quality of the service and will make justifiedrecommendations for improving quality.



1 Analyse different concepts of quality in relation to health and social care

2 Explore strategies for achieving quality in health and social care services

3 Critically evaluate systems, policies and procedures in a specific health or social careservice in relation to achieving quality systems.


208

Content

1 Different concepts of quality

Stakeholders: service users, friends and family; carers, professionals, managers, supportworkers; partners, funding agencies

Models of quality: quality cycles, continuous improvement, total quality management,quality standards

External agencies: eg Sector Skills Councils, Centres of Excellence, SCIE, NICE, NationalCare Standards Commission, government departments, local authorities

2 Strategies for achieving quality

Standards: minimum standards, best practice, benchmarks, performance indicators,charters, codes of practice, legislation; local, national, European

Implementing quality: planning, policies and procedures, target setting, audit, monitoring,review; resources (financial, equipment, personnel, accommodation), communication,information, adapting to change

Established quality systems: eg ISO 9000 series, Investors in People, Charter Mark,Business Excellence Model, European Quality Mark and other specialist standards egPositive about Disabled People

Impact: on meeting needs of individuals, resources, training, communication, health andsafety

Barriers: external (interagency interactions, legislation, social policy), internal (risks,resources, organisational structures, interactions between people)

3 Quality systems

Service(s): whole service (eg chiropody service, dental service) or an aspect of servicewithin an organisation (eg catering, maintenance, clinical care, personal care)

Factors that influence: interactions with individuals, team, agencies etc; legislation,technology, resources, culture

Recommendations: eg audit, standards, review, training/education etc


209




1 Analyse different conceptsof quality in relation tohealth and social care

• describe quality from the perspectives of a range ofstakeholders in health and social care

• explain different models of quality

• analyse the relationship between quality and theprinciples of care

• evaluate the role of external agencies in settingstandards

2 Explore strategies forachieving quality in healthand social care services

• describe a range of standards for measuring quality

• evaluate different approaches to implementingquality systems

• analyse the value of established quality systems tohealth and social care settings

• discuss the impact of quality systems on serviceusers, care workers and other stakeholders

• analyse potential barriers to delivery of qualityhealth and social care services

3 Critically evaluate systems,policies and procedures in aspecific health or social careservice in relation toachieving quality systems

• critically evaluate the effectiveness of systems,policies and procedures used in a specific setting inachieving quality in the service(s) offered

• analyse other factors that influence the achievementof quality in the service(s) chosen

• justify recommendations for actions to effectimprovements in the quality of the service(s)


210

Guidance

Delivery

Learners will benefit from opportunities for in-class discussions to exchange ideas andexperiences. Review of a range of policies used in different settings and with different serviceuser groups etc will be helpful as will discussion of different case studies. Participation inquality processes as a customer (eg perception surveys) would be useful for gaining insight.Learners should be aware of the criteria and processes for meeting recognised quality standardsand external speakers from eg a human resource department could be beneficial for this.

Assessment

Assessment will be through an assignment. For outcome 3, use of an authentic health or socialcare setting is ideal, although if this is not appropriate for the learner’s role and responsibilitiesor there are concerns about access to a particular setting, a simulated scenario with appropriatesupporting documents (policies etc) may be used. Learners should consult with the tutor aboutthe aspect of service chosen to ensure that there will be sufficient evidence to meet theassessment criteria fully.

Links

This unit links to the following units in the programme:



• Unit 3: Ensuring Health and Safety.

There are also links with the Management Level 4 National Occupational Standards Unit 50:Improve Organisational Performance.

Links may be drawn to the Level 4 S/NVQ in Care units SC18: Plan and Agree SourceResponses Which Meet Individuals’ Identified Needs and Circumstances.

Resources

Access to a range of policy and procedure documents from different health and social caresettings would provide a useful resource for the unit. Information about local standards andtargets should be accessible. Annual reports from local health and social care services eg localNHS Trusts, local authorities, voluntary agencies etc may also be useful.


211

Support materials

Textbooks


Bean J and Hussey L — Quality in the Public Sector (HB Publications, 1998)ISBN: 1899448063

Parsley K and Corrigan P — Quality Improvement in Health Care: Putting Evidence IntoPractice, 2nd Edition (Nelson Thornes, 1999) ISBN: 0748733558

Textbooks on business management usually have sections exploring quality.


Care and Health Magazine

Community Care

Health Service Journal

Management Today

NHS Magazine

Nursing Times

Websites

Learners should be encouraged to consult a wide range of commercial websites to support theevidence they develop for this unit. Websites from academic institutions specialising in healthand social care management may be useful eg www.york.ac.uk.

Websites of voluntary organisations may also be useful.



www.dh.gov.uk Department of Health

www.dwp.gov.uk Department of Work and Pensions

www.nissc.info Northern Ireland Social Care Council


www.topssengland.org.uk Topss England (Nation Training Organisation for Social Care)


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213

Unit 29: Project Management in Health andSocial Care

Learning hours: 60


Description of unit

This unit focuses on best practice in project management and applies this to health and socialcare settings. The unit considers project management tools, reports, outputs and methodologiesand the mechanisms for controlling risks. Practical application of project management tools andmethodologies is a major feature of the unit. Learners will require active participation in themanagement of an appropriate project to meet the assessment requirements of this unit.



1 Explore and identify project management best practice and adapt and apply to projects inhealth and social care

2 Identify, establish and agree project requirements

3 Identify project management tools, progress reports and outputs

4 Critically review projects to identify, mitigate and control risks that might jeopardise theproject outcome.


214

Content

1 Project management best practice

Best practice: co-ordination of resources and activities, communication with stakeholdersincluding external agencies and relatives, ensuring stakeholders achieve what is requiredwithin timescale and budget, good estimation of duration and costs, sufficient andappropriate measurables throughout project lifecycle for effective monitoring, planning ofresources, activities and scheduling, control over progress, quality control resulting inoutputs which are acceptable and usable

Project management strategies: relating to planning, resourcing and budgeting, co-ordination of activities, monitoring progress, meeting intended outcomes, closedown

Guide: define target audience; guidance relating to consultation with stakeholders, securingresources, defining the project, contractual arrangements eg competitive tendering,monitoring and reporting systems, managing risk

2 Agree project requirements

Objectives/project definition: agree project requirements with stakeholders, define scopeand constraints; project lifecycle from conception to closedown, roles, responsibilities andreporting level

Project plan: breakdown of project into manageable activities, identify resources for each,allocate and motivate staff involved, agree milestones/deliverables and quality criteria

Resources for project: including financial, equipment, staffing

Scheduling: priorities, timescales, budget management, factoring potential delays etc

3 Project management tools, progress reports and outputs

Project tools: appropriate methodology, eg Prince2 (Projects In Controlled Environments)as structured method for effective project management and a de facto standard withinpublic and private sectors. Software packages, eg Microsoft Project, Project Manager’sWorkbench

Project assurance: methodology for improving the probability that a project will be onspecification, on time and within budget, tracking project timescale and budget, actualagainst plan, monitoring and reporting, change control; respond to deviations in: timescale,funding, staffing and requirements

Project outputs: using and interpreting outputs, monitoring and reporting progress, projectaudits, eg of deliverables/outcomes responding to change within the project due to externalfactors, eg change in requirements or funding; use of communication skills and methods toinform all stakeholders of results

Project closedown: implementing no-blame systems for review and feedback for futureplanning on good practice and areas for improvement, recognise, reward and celebrate staffcontributions where appropriate


215

4 Identify, mitigate and control risks

Managing risks: that are a threat to the project

Quantify risk: risk assessments in terms of probability and impact with evidence forassessment judgements

Mitigating factors: to minimise risks

Current and emerging risks: in respect of accountability, potential litigation, potentialchange in key funding, impact of unavailability of key resources, eg personnel/data/equipment/space, the people factor


216




1 Explore and identify projectmanagement best practiceand adapt and apply toprojects in health and socialcare

• identify key aspects of best practice in projectmanagement

• critically review project management strategiescommonly used within health and social care

• develop a guide to project planning suitable for usein a health and social care setting

2 Identify, establish and agreeproject requirements

• identify a specific project to be carried out in healthand social care

• agree project requirements with stakeholders

• develop a project plan

• define resource requirements for the project

• develop and justify a schedule for the project

3 Identify projectmanagement tools, progressreports and outputs

• review project management tools and methodologiesthat might be used for the project

• justify the selection of appropriate tools andmethodologies for use with the project

• develop and apply tracking devices and produceprogress reports

• evaluate progress of project against timescale,budget, target outcomes and quality

4 Critically review projects toidentify, mitigate andcontrol risks that mightjeopardise the projectoutcome

• assess potential risks to the successful outcome ofthe project

• quantify risk in terms of probability, with evidenceto support risk analysis

• analyse how risks may be mitigated

• develop strategies to deal with risks


217

Guidance

Delivery

Some structured input on project planning will be required with exemplars for learners to workon and apply project management principles. Delivery of the unit will concentrate onsupporting the preparation of the learners individual project plan and it subsequentimplementation and management. This process will need to start early in the course. Learnersmay require some assistance in selecting appropriate projects that allow delivery within thetimescales and provide adequate opportunity to meet the assessment requirements of the unit.

Assessment

Evidencing this unit through the planning, preparation, implementation and evaluation of aspecific project plan is likely to be an efficient and effective way of meeting the learningoutcomes. It will be exceptionally difficult for learners to evidence this unit if they cannotmanage or support the management of a work based project where the project has been theirown work.

In addition to managing their own project through its lifecycle and in recognition of theconstraints under which they may be working, learners will need to compare their methodologyand process with ‘best practice’ project management.

Links

This unit links with


• Unit 14: Managing Financial Resources in Health and Social Care

• Unit 23: Continuing Development B.

Links may also be drawn to units from S/NVQ level 4 in Care:


• Unit SC18: Plan and Agree Service Responses Which Meet Individuals Identified Needsand Circumstances.

Links may be drawn also to the National Occupational Standards in Management Unit 44:Manage Projects.

Resources

Tutors will require an in depth understanding of generic project management processes andtheir application to health and social care projects

The following data is necessary for the completion of the learner’s project:

• a clear statement of requirements

• a clear definition of deliverables or outcomes

• a clearly defined budget and timescale

• the necessary resources to complete the task.


218

Optional resources

Automated Project Management Systems such as Microsoft Project, Artemis, Primavera,Suretrak

Risk Analysis Software such as PERTMASTER

Support materials

Textbooks

Bartram P — The Perfect Project Manager (Random House Business Books, 1999)ISBN: 0099405067

The Stationery Office — Managing Successful Projects with PRINCE2 (The Stationery Office,2002) ISBN: 0113308914

Watson M — Managing Smaller Projects (Project Manager Today Publications, 1998)ISBN: 1900391023

Young T — How to Be a Better Project Manager (Kogan Page, 1996) ISBN: 0749421827

Please note: CCTA became an integral part of the Office of Government Commerce(www.ccta.gov.uk)


Project Manager Today [email protected]

Websites

www.apm.org.uk The Association for Project Management

www.ccta.gov.uk The Office of Government Commerce


219

Unit 30: Vocational Practice in Health andSocial Care

Learning hours: 60


Description of unit

This unit is intended for those learners who wish to work towards a specific competence-basedqualification to meet the requirements of the National Occupational Standards appropriate fortheir work in health and social care. The unit complements the learning and understandinggained from study across several of the units on the BTEC Higher Nationals in Health andSocial Care and provides a means for practice experience to be assessed formally within thelearner’s job role. Due to the requirement for assessment of practical skills, the unit includes400 hours to be spent working in practice settings. This time is additional to work experiencecompleted for Unit 4: Continuing Development A and, if within the programme, Unit 23:Continuing Development B. Arrangements will need to be in place for assessment of practicalcompetencies by an appropriately qualified assessor/coordinating assessor who may be based inthe learner’s work setting or operate peripatetically.

The unit also provides opportunity for learners to demonstrate continuing development toacquire new skills, through taking on new responsibilities or working in a different specialistarea.



1 Demonstrate competence in practice skills in line with occupational standards

2 Apply knowledge and understanding to practice skills and situations

3 Evaluate personal effectiveness as a competent worker in health and care.


220

Content

1 Competence in practice skills

Practice skills: observed evidence to meet all core occupational practice requirements plusall observed evidence to meet all practice requirements for two specialist components

National Occupational Standards: as appropriate for job role, setting and service usergroup

Practice situation: setting, service user group, job role

2 Knowledge and understanding

Evidence: eg from coursework, oral questioning, reflective accounts in line withoccupational requirements and cross-referenced to these requirements

3 Personal effectiveness

Approaches: for individuals, groups, communities, care workers

Effectiveness: for individuals, groups; other care workers, managers, other agencies

Recommendations: personal development plan: outcomes, path(s) to achievement; short-term (within 6 months), long-term (greater than 6 months)


221




1 Demonstrate competence inpractice skills in line withoccupational standards

• present a portfolio of evidence of assessedcompetence in practice skills in accordance withnational occupational standards

2 Apply knowledge andunderstanding to practiceskills and situations

• present evidence to meet the knowledgerequirements of national occupational standards,appropriately cross-referenced to the practicalcompetencies assessed for outcome 1

3 Evaluate personaleffectiveness as a competentworker in health and care

• maintain a practice journal to reflect ondevelopment of own skills, knowledge andunderstanding

• analyse practice approaches in relation to theories,research and evidence-based practice, usingexamples from own practice

• evaluate own effectiveness in work in health andsocial care

• make recommendations for personal development asa worker in health and social care


222

Guidance

Delivery

Delivery of this unit will be mainly through the assessor(s) and expert witnesses allocated tolearners to observe competent practice. Learners will require clear guidance on assembling andtracking the evidence required to demonstrate practice competence against occupationalexpectations. It would be expected that relevant underpinning knowledge will be deliveredwithin other units on the Higher National programme but learners may need guidance fromtheir assessor to select that which is appropriate to support the assessment of specificoccupational competencies using an APL process. Time with assessors will be required to planand monitor progress of the assessment of practical skills.

Assessment

Assessment of practical skills will take place by direct observation of practice in the workplaceby an appropriately qualified and experienced assessor and expert witnesses. All assessment forthis unit, including that of supporting evidence from eg witness testimony, reflective accounts,questioning, should be assessed in line with the guidelines and requirements for assessmentfrom the appropriate occupational sector. All assessment should be internally verified inaccordance with the current Joint Awarding Body Guidance on Internal Verification.

Links

This unit provides a link between the learner-led evidence from Units 4 and 23 (ContinuingDevelopment A and B) as well as to the other core units and the occupational requirementschosen as the basis of assessment for this unit. Links with other units will depend on the workrole and responsibilities of individual learners and the specific occupational competenciesagainst which this unit contributes assessment.

Links may be drawn to units from the Level 4 S/NVQ in Care:



Resources

A qualified assessor and an internal verifier with appropriate vocational experience will beessential to meet the requirements of this unit. Workplaces will be required to support learnersand assessors through facilitating opportunities for assessment of learners’ practice skills, inaccordance with the occupational standards.

Support materials

Textbooks

Jasper J — Beginning Reflective Practice (Nelson Thornes, 2003) ISBN: 0748771174

QCA S/NVQ Code of Practice (available from www.qcashop.org.uk)


223

Journals

Community Care

Nursing Standard

Nursing Times

Residential Care Manager

Specialist journals as appropriate for the occupational area

Websites



www.qca.org.uk Qualifications and Curriculum Authority


www.societyguardian.co.uk Society pages of The Guardian website

www.topssengland.org.uk Topss England


224


225

Annex A

Qualification codes

Each qualification title, or suite of qualification titles with endorsements, is allocated twocodes, as are the individual units within a qualification.

QCA codes

The QCA National Qualifications Framework (NQF) code is known as a QualificationAccreditation Number (QAN). Each unit within a qualification will also have a QCA NQF unitcode.

The QCA qualification and unit codes will appear on the learner’s final certificationdocumentation.

The QANs for qualifications in this publication are:

BTEC Higher National Certificate in Health and Social Care 100/4064/X

BTEC Higher National Diploma in Health and Social Care 100/4065/1

Edexcel codes

The Edexcel codes enable approval, registration, assessment and certification, they will appearon documentation such as the Student Report Form (SRF) and the programme definition. TheEdexcel codes are not provided in this publication. The Edexcel codes will link automatically tothe QCA codes for certification purposes.

QCA and Edexcel codes

All QCA and Edexcel qualification and unit codes will be published in a booklet, which will bemade available on the Edexcel website. It will provide a comprehensive catalogue of all thequalifications and units available to centres. It will be useful for centres when making futuredecisions about centre choice units.


226


227

Annex B

Qualification Requirement

BTEC Higher Nationals in Health and Social Care

This Qualification Requirement will be read in conjunction with overarching guidance fromEdexcel.

Rationale

The Edexcel Level 4 BTEC Higher National qualifications in Health and Social Care aredesigned to equip individuals with knowledge, understanding and skills required for success inemployment in the health sector and social care sector at supervisory or management level, orfor progression to an undergraduate degree or a professional qualification.

Currently the Health Professions Council, which oversees the professions allied to medicine,accepts only graduates for professional registration. However, due to the European work-timedirective, the Council has identified the need for a new key role of assistant practitioner and theHigher National qualifications will be very appropriate for meeting the employment andprogression needs of this level of worker. Higher Nationals in Health and Social Care are well-established and are valued as contributing to the continuous personal development of workersin health and social care. They also facilitate achievement of widening participation objectives.Many learners have improved their knowledge base and progressed to successful study atdegree level or to improved employment status. The qualifications are ideally suited to preparemanagers of the future for work in the health and social care sectors.

The qualifications are designed to relate to current National Occupational Standards in Care atlevel 4 and Management at Level 4. They offer the opportunity to provide the underpinningknowledge and understanding for S/NVQ Care Level 4 and contextualised underpinningknowledge for S/NVQs in Management at Level 4. However, the qualification has beendesigned to support the emerging themes of the revised national occupational standards inhealth and social care and to provide opportunities for continuous development though acommon core and a range of specialist pathways. It is anticipated that additional pathways willbe developed to meet specialist needs in the sector as they continue to evolve.

Aims of the qualification

These are:

• to equip individuals with the knowledge, understanding and skills required for success inemployment in the health and social care sector at supervisory or management levels

• to enable progression to an undergraduate degree or related professional qualification

• to provide specialist study relevant to individual vocations and environments in whichlearners are currently working, or to which learners are aiming to work within the healthand/or social care sector

• to develop learners’ ability to contribute positively to good practice in the health and socialcare environment through effective use and combination of the knowledge and skills gainedin different parts of the programme


228

• to develop skills and techniques, personal qualities and attributes essential for successfulperformance in working life and thereby enable learners to make an immediate contributionto employment

• to develop transferable skills and knowledge which will enable individuals to meetchanging circumstances, whether within their own area of employment, promotion to asupervisory or management position, or to adapt to changes in the health/social careenvironment.

• to motivate individuals to progress to further professional development through futurestudy or as part of their chosen career.

Mandatory curriculum

Area of study Amplification

Value base of care Formal and informal mechanisms; promoting equality; rightsand diversity, principles of care in an organisation; value base ofcare; formal measures adopted to achieve objectives; instillingconcept within the workforce; personal strategies which caninfluence personal practice and performance of others; roles andresponsibilities of experienced staff and managers in promotinga value-based service.

Continuing development Concept of professionalism; legislation and regulation; selfmanagement; personal effectiveness; partnership working;health and safety; reflective practice; management andorganisation, supporting other workers.

Communication Different forms of communication used in the context of healthand social care including IT skills; contribution ofcommunication to service delivery; communication withinorganisations; legal frameworks surrounding the recording ofinformation; and use of information technology as acommunication tool in health and care.

Multi-disciplinary working Legislation and policy; levels of partnership; range ofknowledge theories and research findings; empowerment;positive and negative outcomes; agencies; provision; statutoryand voluntary, not-for-profit and private provision; the nature ofthe health/social care sector; adaptations to meet the needs ofservice users; concept of stakeholder analysis; development ofsystems and products; developing and reviewing standards;concept of quality and how it can be applied to services;principles of organisation-wide commitment to best practice.

Health and safety Current legislation and how it is applied and monitored withinthe sector; importance of risk assessment in the provision ofcare, including physical, emotional or sexual harm; thedifference between high-risk and low-risk situations; realiseown limits; regulation and management of the social careworkforce.

Independent study Development of written analytical and evaluative skills withinan area of health or social research; conduct and report on theirown research project using appropriate research methods;information technology and incorporating appropriate use ofstatistics.


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Optional curriculum

Area of study Amplification

Practice interventions The professional relationship with service users, ensuring bestoutcomes for individuals, supporting needs of specific serviceuser groups, working in teams, communication skills,counselling skills, developing the practice of other workers,leadership, understanding different behaviours, social andpsychological theory in practice intervention.

Legislation and social policy Legislative measures and their application to health and socialcare practice and services; impact of political perspectivesincluding statutory, voluntary and not-for-profit sectors; use ofcurrent issues in health and care to examine theoreticalperspectives; direct/indirect impact of social policy onhealth/social care.

Psychological perspectives Concepts of social psychology; life-span development; socialand biological influences on behaviour, maintaining socialfunctioning; influence of psychological theories on health andsocial care services.

Sociological perspectives andpolicy

Groups in society, role of the community; diversity of culturaland social values; economic, demographic and commercialfactors; resource limitations; service user perspectives; impactof political perspectives on health/care services, formation ofsocial policy, legislative measures; theoretical perspectives oncontemporary issues.

Health and well-being Physiological basis of health, transmissible disease, lifestylechoices and disease, epidemiology of prevalent diseases, publichealth measures, complementary therapies and conventionalhealth and care approaches, health and well-being of specificservice user groups.

Contemporary developments Issues of relevance to current thinking in health and social care;the development of causes of public concern, theirrepresentation in the media; role of lobby groups; politicaldebate; different social behaviours; manipulation of health andsocial care information; impact on individuals and provision,investigation of a specific issue.

Technology in health andsocial care

Understanding the value and use of technology and its functionwithin the health/social care sector; implications ofdevelopments in technologies and the potential impact ondelivery of care.


230

Management in health andsocial care organisations

Context of management in health and social care, provision inpublic, private and not-for-profit sectors; organisationalstructures, legal and policy frameworks, stakeholders,accountability; service responses and effectiveness, managingfor quality; communication and recording of information;effective resource management; budget control; leadership andworkforce development; managing change, project management.

Supporting workers in healthand social care

Recruitment and selection procedures; development of staff,building teams, leadership in group, organisational andinteragency contexts, different roles played by both teams andindividuals; understanding and supporting learning in theworkplace, assessing skills in individual workers, co-ordinatinglearning activities for individuals and groups within anorganisation.

Links to professional body

The professional body for the professions allied to health, currently only recognises graduatequalifications. However, a new role of Assistant Practitioner within the health service and theAdvanced Practitioner role within social care, are evolving, for whom these Higher Nationals inHealth and Social Care are most appropriate. Edexcel will continue to seek recognition forlearners who hold these qualifications.

Links to National Occupational Standards

There is the opportunity for programmes in health and social care to provide some of theunderpinning knowledge, understanding and skills for the Level 4 S/NVQ in Care andcontextualised underpinning knowledge for Level 4 S/NVQs in Management and thus supportsthose aiming to achieve registered manager status. The qualification has been designed toreflect the emerging themes of the current revision to the national occupational standards forhealth and social care and will be accurately mapped to the revised standards as soon as theyare approved.

Entry prerequisites

The qualifications have been designed on the assumption that they are available, withoutartificial barriers which restrict access and progression, to everyone who can achieve therequired standard. However, learners who enter with at least one of the following are likely tobenefit more readily from the programme:

• a BTEC National Certificate or Diploma in Care/Health Studies

• an AVCE/Advanced GS/NVQ in an appropriate vocational area

• a GCE Advanced level profile which demonstrates strong performance in a relevant subjector an adequate performance in more than one GCE subject. This profile is likely to besupported by GCSE grades at A* to C

• other related Level 3 qualifications

• an Access to Higher Education Certificate awarded by an approved further educationinstitution

• related work experience.


231

Higher level skills and abilities

Learners studying for BTEC Higher Nationals in Health and Social Care will be expected todevelop the following skills during the programme of study:

• analysing, synthesising and summarising information critically

• the ability to read and use appropriate literature with a full and critical understanding

• the ability to think independently and solve problems

• applying subject knowledge and understanding to address familiar and unfamiliar problems

• recognising the moral and ethical issues of health and social care practice and researchappreciating the need for ethical standards and professional codes of conduct

• develop an appreciation of the interdisciplinary nature of health and social care serviceprovision

• the capacity to give a clear and accurate account of a subject, assemble arguments in amature way and engage in debate and dialogue both with specialists and non-specialists.


232


233

Annex C

Wider curriculum mapping

✔ indicates possible opportunities for development of the wider curriculum

HNC/D titles

Wider curriculum issue

Uni

t 1: C

omm

unic

atin

g in

Hea

lthan

d So

cial

Car

e

Uni

t 2: P

rinc

iple

s of P

ract

ice

Uni

t 3: E

nsur

ing

Hea

lth a

nd S

afet

y

Uni

t 4: C

ontin

uing

Dev

elop

men

t A

Uni

t 5: W

orki

ng in

Par

tner

ship

Uni

t 6: H

ealth

and

Soc

ial C

are

Res

earc

h Pr

ojec

t

Uni

t 7: S

ocia

l Pol

icy

Uni

t 8: S

ocia

l Con

text

of H

ealth

and

Soci

al C

are

Uni

t 9: E

nsur

ing

Bes

t Out

com

es fo

rIn

divi

dual

s

Uni

t 10:

Und

erst

andi

ng A

buse

Uni

t 11:

Pub

lic H

ealth

Uni

t 12:

Phy

siol

ogy

for

Hea

lth

Uni

t 13:

Man

agin

g H

uman

Res

ourc

es in

Hea

lth a

nd S

ocia

l Car

e

Uni

t 14:

Man

agin

g Fi

nanc

ial

Res

ourc

es in

Hea

lth a

nd S

ocia

l Car

e

Uni

t 15:

Psy

chol

ogy

for

Hea

lth a

ndSo

cial

Car

e

Uni

t 16:

Und

erst

andi

ng S

peci

ficN

eeds

Uni

t 17:

Com

mun

ity D

evel

opm

ent

Wor

k

Uni

t 18:

Com

plem

enta

ry T

hera

pies

Uni

t 19:

Con

tem

pora

ry Is

sues

inH

ealth

and

Soc

ial C

are

Spiritual ✔ ✔

Moral ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

Ethical ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

Social ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

Cultural ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

Environmental ✔ ✔ ✔

European developments ✔ ✔

Health and safety ✔ ✔ ✔ ✔ ✔ ✔

Equal opportunities ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔


234

HNC/D titles

Wider curriculum issue Uni

t 20:

Ass

istiv

e T

echn

olog

ies

Uni

t 21:

Sup

port

ing

Sign

ifica

nt L

ifeE

vent

s

Uni

t 22:

Cou

nsel

ling

Skill

sD

evel

opm

ent a

nd P

ract

ice

Uni

t 23:

Con

tinui

ng D

evel

opm

ent B

Uni

t 24:

Und

erst

andi

ng L

earn

ing

Uni

t 25:

Ass

essi

ng a

nd D

evel

opin

gO

ther

s

Uni

t 26:

Lea

ders

hip

and

Org

anis

atio

ns

Uni

t 27:

Fac

ilita

ting

Cha

nge

in H

ealth

and

Soci

al C

are

Uni

t 28:

Man

agin

g Q

ualit

y in

Hea

lthan

d So

cial

Car

e

Uni

t 29:

Pro

ject

Man

agem

ent i

nH

ealth

and

Soc

ial C

are

Uni

t 30:

Voc

atio

nal P

ract

ice

in H

ealth

and

Soci

al C

are

Spiritual ✔

Moral ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

Ethical ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

Social ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

Cultural ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

Environmental

European developments

Health and safety ✔ ✔

Equal opportunities ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔


235

Annex D

National Occupational Standards S/NVQ Level 4 in Care

Mapping against the Level 4 S/NVQ in Care (This mapping will be updated on release of new standards)

The following grid maps the knowledge covered in the Level 4 S/NVQ in Care against the underpinning knowledge of the Edexcel Level 4 BTEC HigherNational Certificate/Diploma in Health and Social Care.

HNC/D titles

S/NVQ unit titles Uni

t 1: C

omm

unic

atin

g in

Hea

lthan

d So

cial

Car

e

Uni

t 2: P

rinc

iple

s of P

ract

ice

Uni

t 3: E

nsur

ing

Hea

lth a

ndSa

fety

Uni

t 4: C

ontin

uing

Dev

elop

men

tA U

nit 5

: Wor

king

in P

artn

ersh

ip

Uni

t 6: H

ealth

and

Soc

ial C

are

Res

earc

h Pr

ojec

t

Uni

t 7: S

ocia

l Pol

icy

Uni

t 8: S

ocia

l Con

text

of H

ealth

and

Soci

al C

are

Uni

t 9: E

nsur

ing

Bes

t Out

com

esfo

r In

divi

dual

s

Uni

t 10:

Und

erst

andi

ng A

buse

Uni

t 11:

Pub

lic H

ealth

Uni

t 12:

Phy

siol

ogy

for

Hea

lth

Uni

t 13:

Man

agin

g H

uman

Res

ourc

es in

Hea

lth a

nd S

ocia

lC

are

Sett

ings

Uni

t 14:

Man

agin

g Fi

nanc

ial

Res

ourc

es in

Hea

lth a

nd S

ocia

lC

are

Sett

ings

Uni

t 15:

Psy

chol

ogy

for

Hea

lthan

d So

cial

Car

e

Uni

t 16:

Und

erst

andi

ng S

peci

ficN

eeds

Uni

t 17:

Com

mun

ityD

evel

opm

ent W

ork

O2: Promote people’s equality, diversity and rights ✔ ✔ ✔ ✔

O3: Develop, maintain and evaluate systems andstructures to promote the rights, responsibility anddiversity of people

✔ ✔ ✔

CU7: Develop one’s own knowledge and practice ✔ ✔ ✔ ✔ ✔

SC14: Establish, sustain and disengage fromrelationships with clients ✔ ✔ ✔

SC15: Develop and sustain arrangements for jointworking between workers and agencies ✔ ✔ ✔ ✔ ✔ ✔

SC16: Assess clients needs and circumstances ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

SC17: Evaluate risk of abuse, failure to protect andharm to self and others ✔ ✔ ✔ ✔ ✔ ✔

SC18: Plan and agree source responses which meetindividuals’ identified needs and circumstances. ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔


236

HNC/D Titles

S/NVQ Titles

Uni

t 18:

Com

plem

enta

ryT

hera

pies

Uni

t 19:

Con

tem

pora

ry Is

sues

inH

ealth

and

Soc

ial C

are

Uni

t 20:

Ass

istiv

e T

echn

olog

ies

Uni

t 21:

Sup

port

ing

Sign

ifica

ntL

ife E

vent

s

Uni

t 22:

Cou

nsel

ling

Skill

sD

evel

opm

ent a

nd P

ract

ice

Uni

t 23:

Con

tinui

ng D

evel

opm

ent

B Uni

t 24:

Und

erst

andi

ng L

earn

ing

Uni

t 25:

Ass

essi

ng a

ndD

evel

opin

g O

ther

s

Uni

t 26:

Lea

ders

hip

and

Org

anis

atio

ns

Uni

t 27:

Fac

ilita

ting

Cha

nge

inH

ealth

and

Soc

ial C

are

Uni

t 28:

Man

agin

g Q

ualit

y in

Hea

lth a

nd S

ocia

l Car

e

Uni

t 29:

Pro

ject

Man

agem

ent i

nH

ealth

and

Soc

ial C

are

Uni

t 30:

Voc

atio

nal P

ract

ice

inH

ealth

and

Soc

ial C

are

O2: Promote people’s equality, diversity andrights

✔ ✔

O3: Develop, maintain and evaluate systemsand structures to promote the rights,responsibility and diversity of people

✔

CU7: Develop one’s own knowledge andpractice

✔ ✔ ✔ ✔ ✔

SC14: Establish, sustain and disengage fromrelationships with clients

✔ ✔ ✔ ✔

SC15: Develop and sustain arrangements forjoint working between workers and agencies

✔ ✔

SC16: Assess clients needs and circumstances ✔ ✔ ✔ ✔ ✔ ✔

SC17: Evaluate risk of abuse, failure to protectand harm to self and others

✔ ✔ ✔

SC18: Plan and agree source responses whichmeet individuals’ identified needs andcircumstances.

✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔


237

Annex E

National Occupational Standards in Management

Mapping against the NOS in Management (This mapping will be updated on release of newNational Vocational Qualifications)

The following grid maps the knowledge covered in the NOS in Management against theunderpinning knowledge of the Edexcel Level 4 BTEC Higher National Certificate/Diploma inHealth and Social Care.

HNC/D titles

NOS unit titles Uni

t 3: E

nsur

ing

Hea

lth a

ndSa

fety

Uni

t 13:

Man

agin

g H

uman

Res

ourc

es in

Hea

lth a

nd S

ocia

lC

are

Sett

ings

Uni

t 14:

Man

agin

g Fi

nanc

ial

Res

ourc

es in

Hea

lth a

nd S

ocia

lC

are

Sett

ings

Uni

t 24:

Und

erst

andi

ngL

earn

ing

Uni

t 25:

Ass

essi

ng a

ndD

evel

opin

g O

ther

s

Uni

t 26:

Lea

ders

hip

and

Org

anis

atio

ns

Uni

t 27:

Fac

ilita

ting

Cha

nge

inH

ealth

and

Soc

ial C

are

Uni

t 28:

Man

agin

g Q

ualit

y in

Hea

lth a

nd S

ocia

l Car

e

Uni

t 29:

Pro

ject

Man

agem

ent

in H

ealth

and

Soc

ial C

are

Unit 9: Lead People ✔ ✔

Unit 11: Develop OrganisationalCulture

✔

Unit 16: Lead Change ✔

Unit 17: Plan Change ✔

Unit 18: Implement Change ✔

Unit 24: Recruit Select and RetainColleagues

✔

Unit 27: Assess the Performance ofColleagues

✔

Unit 28: Provide LearningOpportunities for Colleagues ✔ ✔

Unit 29: Obtain Finance ✔

Unit 30: Manage Money ✔

Unit 31: Manage Budgets ✔

Unit 37: Provide a Safe, Healthy andSecure Working Environment

✔

Unit 44: Manage Projects ✔

Unit 50: Improve OrganisationalPerformance

✔

ma061004\LT\PD\LEVELS 1-4 2003\E014437 HN IN HEALT AND SOCIAL CARE.DOC.1-246/3

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214494 HNs Health and Social Care Specification

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