...BTEC Level 3 National Health and Social Care Unit 1 Developing effective communication in health and social care This mandatory unit enables learners to understand effective communication within health or social care settings, some of the many barriers to effective communication and ways to overcome them. Learners will gain the necessary interpersonal skills to communicate with a range of people within the sector and will have the opportunity to identify and analyse the effectiveness of their own communication skills. This is a 10-credit unit and can be taught in 60 guided learning hours, with learners also expected to complete non-supervised individual study time. This is a mandatory unit for all qualifications. On completion of this unit, learners should: LO1 Understand effective communication and interpersonal interaction in health and social care LO2 Understand factors that influence communication and interpersonal interaction in health and social care environments LO3 Understand ways to overcome barriers in a health and social care environment LO4 Be able to communicate and interact effectively in a health or social care environment Unit contents The scheme of work for this unit (page 13) links to the following resources to help you deliver Unit 1. LO1 Lesson plan LO2 LO3 LO4 AS10, AS11, AS12 LP Activity sheet AS1, AS2, AS3, AS4 AS5, AS6, AS7, AS8, AS9 Stretch and support AS1, AS2, AS3, AS4 AS6, AS8, AS9 ...
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...ialEdexcel BTEC Level 3 National Certificate/Subsidiary Diploma in Health & Social Care Unit 1 Assignment – Developing Effective Communication in Health & Social Care Assignment Title: Effective Communication in Action Context Health and social care professionals require good communication skills in order to carry out their roles effectively. It is important for you to gain knowledge and understanding of the skills involved in communication, so you are able to develop and enhance your interpersonal skills. This unit enables you to explore and develop the skills of effective interpersonal interaction and communication essential to the operation of health and social care services. It will enable you to analyse factors that enhance and inhibit communication and to examine effective interpersonal skills. You will also explore the value of effective and varied types and styles of communication in the support of patients/service users. The unit encourages you to reflect on your own performance and that of others. In order to support your studies, it would be highly beneficial for you to complete a period of work experience, which should provide opportunities for some of the assessment of the unit. You should aim to complete this over October half term or at Christmas. Task Overview Your line manager has promoted you to the position of ‘Trainer’ and has given you responsibility to deliver some induction training to new recruits. It is your choice whether you base your assignment...
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...P2 There are many nutrients that are required for a balanced, healthy diet, five of which are: carbohydrates, proteins, lipids, vitamins and minerals. Carbohydrates: Carbohydrates is a micronutrient, alongside fat and protein which all provide us with energy quickly. A carbohydrate is a sugar and is composed of hydrogen, carbon and oxygen. It helps digestion and provides energy. Carbohydrates are divided into 3 groups: starch, fibre and sugar, which all help digestion. Protein: Protein is found in foods such as eggs, meat, fish and cheese. A source of protein is formed when a group of amino acids are joined together in chains. Each chain is called a polypeptide, eight of them come from the different foods mentioned previously. In terms of its...
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...Task 2 Effective communication in health and social care P3,P4,M2,D1 By Hannah Wilshire Communication is very important in a health and social care environment because effective communication is what is needed to understand how someone is feeling and this is crucial because then a care worker can help a service user and cater to their needs. But there are barriers to communication and a care worker will have to find ways to overcome those barriers. Factors that may influence communication and interpersonal interaction in health and social care environments: Barriers associated with the environment: Environmental factors can be a barrier to communication. For example if a care worker and a service user are trying to communicate, and there is lots of background sound. This can be a barrier to communication as the service user may forget what they are saying and if they were talking about their health then this could mean that the care worker is missing information. Therefore the care worker may not be able to give the service user adequate care and treatment as they do not know everything that the service user is experiencing. If it was quiet, then the care worker would not have back ground noise as a distraction, therefore their attention would fully be on the service user. Also if someone is using a hearing aid, the hearing aid will amplify background noise and the voice of the person who is speaking which could be distressing for someone. Also if the environment is...
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...Explain the factors that affect access to complementary therapies Factors that could affect access to complementary therapies could stem from many sources. These could consist of physical barriers, geographical barriers, socio-economical barriers, cultural barriers, educational barriers and the barriers that may be face by referral systems. Physical Barriers includes whether or not a service user can access the building in which the CAM therapy is to take place. For example the individual may face mobility issues such as being in a wheelchair, or other health problems such as COPD (chronic obstructive pulmonary disease) which may result in breathlessness. Geographical barriers would include aspects of an individual’s life associated with where they live which may determine how easy it is to get to and from places in which complementary therapies take place. Various transport options may have to be considered, does the individual drive, or is there reliable access to public transport? Socio-economical barriers arise in association with how financially secure potential service users are. Whether or not an individual can attend a complementary therapy service is dependent on how much the therapy costs, and whether it can be afforded by the individual. Cultural barriers stem from the beliefs of an individual, and whether a particular type of practice is acceptable in relation to their religion or culture, but may also be a result of perceived efficacy of the therapies...
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...P6 review physiological data collected, describing the effects of exercise on the musculoskeletal, cardiovascular, respiratory and energy systems Copper 12 Minute Run I thought that the copper test was reliable. This was because it allowed me to compare my score against the national average. It also gave an accurate prediction of my fitness levels. This enabled me to see and identify improvements that I needed to make to my fitness in order to improve it. When doing the test, I had to record my heart rate before and after the test. This was so it allowed me to see how hard I worked when doing the test and how my fitness level was. One problem when recording my results was that I couldn’t record my heart rate when doing the test. This was...
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...We also go through the relevant paperwork that is used in the care planning, reporting and monitoring of the service so that staff understand the requirements of the service re reports and records. This includes the care planning paperwork and ensures staff understand their responsibilities re-records and what they should be carrying out and recording on assessments daily. We use e-modules and work books to support training and the policies and procedures and these covers differing aspects of the service re health and safety, equality and diversity, safeguarding and specific conditions of clients. We carry out the care certificate with new staff and this ties into the competency levels we complete with all staff to check their training requirements. We also carry out observations of practice and look at staff development in supervisions and appraisals. We use external trainers for moving and handling, first aid and food hygiene...
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...Assignment brief – QCF BTEC (Level 3)Assignment front sheet | Qualification | Unit number and title | BTEC 90 Credit/Extended Diploma in Health and Social Care | Unit 5 Anatomy and Physiology for Health and Social Care | Learner name | Assessor name | | Louise Dada,Angela Lewis-Wright Alison Watson | Date issued | Hand in deadline | Submitted on | 10 November 2014 | 8 December 2014 | | | | Assignment title 1 | Know the organisation of the human body | In this assessment you will have opportunities to provide evidence against the following criteria. Indicate the page numbers where the evidence can be found. | 5a Criteria reference | To achieve the criteria the evidence must show that the learner is able to: | | Task no. | | Evidence | P1 | Outline the functions of the main cell components. | | 1 | | Training Pack | P2 | Outline the structure of the main tissues of the body | | 1 | | Training Pack | P3 | Outline the gross structure of all the main body systems. | | 1 | | Training Pack | Learner declaration | I certify that the work submitted for this assignment is my own. I have clearly referenced any sources used in the work. I understand that false declaration is a form of malpractice.Learner signature: Date: | Assignment brief 1 Qualification | BTEC 90 Credit/Extended Diploma in Health and Social Care | Unit number and title | Unit 5 Anatomy and...
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...|Assignment brief – QCF BTEC | |Assignment front sheet | |Qualification |Unit number and title | |Edexcel BTEC Level 3 Diploma in Health and Social Care (QCF) |Unit 4: Development Through the Life Stages | |Learner name | Assessor name | | |Hayley Vincent | |Date issued | Hand in deadline |Submitted on | |9.11.15 |23.11.15 | | | | | |Assignment title |Ageing | |Criteria |To achieve the criteria the evidence must show...
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...Unit 1: Developing Effective Communication in Health and Social Care Unit code: R/600/8939 QCF Level 3: BTEC Nationals Credit value: 10 Guided learning hours: 60 Aim and purpose This unit aims to enable learners to understand effective communication, the barriers that may exist and ways to overcome these. The unit will give learners the opportunity to gain the interpersonal skills needed to embark on a career within the health or social care sectors. Unit introduction This is a core unit within the programme, recognising the fact that effective communication is central to all work in the health and social care sectors. Professionals within the sectors require good communication and interpersonal skills to perform their roles effectively, work cooperatively with colleagues and build supportive relationships with people using services. It is, therefore, important for all those embarking on a career in the health or social care sectors to gain knowledge, understanding and the skills associated with communication, so that they are able to develop effective interpersonal skills. Initially, learners will investigate what is meant by effective communication and interpersonal skills and how these may affect the outcomes for people who use services. Learners will consider the factors that influence communication and interactions, analysing theories which may help to explain why there may be difficulties, possible breakdowns in communication and...
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...Unit 21: Nutrition for Health and Social Care Unit code: L/601/2407 QCF Level 3: BTEC Nationals Credit value: 10 Guided learning hours: 60 Aim and purpose This unit aims to give learners an understanding of current thinking on nutritional health particularly relating to users of health and social care services. Learners will then be able to apply this understanding and make recommendations to improve the nutritional health of an individual. Unit introduction This unit builds on learner understanding of the principles introduced in Unit 5: Fundamentals of Anatomy and Physiology for Health and Social Care. Improvements in the diet of individuals are increasingly being recognised as a significant factor in maintaining, or effecting improvements, in overall health. It is therefore important that people working in the health and social care sectors, or those who are responsible for the wellbeing of others, have a good understanding of nutrition and diet. This unit gives learners an understanding of nutrition from a science-based perspective and of the role that food plays in social contexts. The unit may also provide useful underpinning knowledge for the study of food hygiene and practical culinary skills. Learners will explore concepts of nutrition using the language of nutritional science. Different aspects of nutritional health will be defined and routine ways of measuring this explored. Other aspects of nutritional data will involve describing...
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...BTEC Level 3 National Health and Social Care uncorrected first proofs issued by marketing 2010. This material is © Hodder Education 2013 and should not be redistributed. Contents Walkthrough About the authors and Photo credits Core units vii ix Unit 1 Developing Effective Communication in Health and Social Care Understand effective communication and interpersonal interaction in health and social care Understand factors that influence communication and interpersonal interaction in health and social care environments Understand ways to overcome barriers in a health and social care environment Be able to communicate and interact effectively in a health and social care environment 1 2 13 15 18 Unit 2 Equality, Diversity and Rights in Health and Social Care Understand concepts of equality, diversity and rights in relation to health and social care Know discriminatory practices in health and social care Understand how national initiatives promote anti-discriminatory practice Know how anti-discriminatory practice is promoted in health and social care settings 21 21 30 34 39 Unit 3 Health, Safety and Security in Health and Social Care Understand potential hazards in health and social care Know how legislation, policies and procedures promote health, safety and security in health and social care settings Be able to implement a risk assessment Understand priorities and responses in dealing with incidents and emergencies 44 45...
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...brief for QCF BTEC | Qualification | Unit number and title | Health and CareBTEC National Diploma and Extended Diploma in Health and Social Care | Unit 1 : Developing effective communication in Health and Social Care | Learner name | Assessor name Ruth Higgins | | | Date issued | Hand in deadline | Submitted on | W/B 8.9.14 | W/B 13.10.14 | | | | Assignment title | Understanding effective communication and interpersonal interaction in health and social care | In this assessment you will have opportunities to provide evidence against the following criteria. Indicate the page numbers where the evidence can be found. | Criteria reference | To achieve the criteria the evidence must show that the learner is able to: | | Task no. | | Evidence | P1 | Explain the role of effectivecommunication and interpersonal interaction in ahealth and social care context | | | | | P2 | Discuss theories of communication | | | | | M1 | Assess the role of effective communication and interpersonal interaction in health and social care with reference to theories of communication | | | | | Learner declaration | I certify that the work submitted for this assignment is my own. I have clearly referenced any sources used in the work. I understand that false declaration is a form of malpractice.Learner signature: Date: | ASSESSMENT RECORD SHEET | Programme | BTEC National Diploma...
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...|Assignment brief – QCF BTEC | |Assignment front sheet | |Qualification |Unit number and title | |BTEC Level 3 90 credit in Health & Social Care |Unit 6: Personal and Professional Development in Health & Social | |BTEC Level 3 Diploma in Health & Social Care |Care (Part 3) | |Learner name | Assessor name | | |Lorraine Bullard | |Date issued | Hand in deadline |Submitted on | |3rd May 2016 | 16th May 2016 | | | | | | | ...
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...| BTEC Assignment BriefThis front sheet must be completed by the student where appropriate and included with the work submitted for assessment. | Student’s Name: | Assessor’s Name: | | Joseph Lundie | Date Issued: 30 January 2015 | Deadline: 13 February 2015 | Returned On: 27 February 2015 | Qualification: | BTEC Level 3 - Extended Diploma in Health & Social Care | Unit Number and Name:No. of credits available. | Unit 2 Equality, Diversity and Rights in Health & Social Care | Assignment Number | Title: Promoting anti-discriminatory practice in health and social care settings | 1 | 2 | 3 | 4 | 5 | 6 | | Scenario: | You have investigated in detail one recent national initiative promoting anti-discriminatory practice. You are now about to go on placement and you are aware of the difficulties which could arise when implementing anti-discriminatory practice in health and social care settings. You therefore decide to prepare a presentation for the staff at the placement to highlight some potential difficulties. | In this assessment you will have opportunities to provide evidence against the following criteria. Criteria reference | To achieve the criteria the evidence must show that the student is able to: | Achievement date & result | Achievement date & result | Evidence | P5 | Describe how anti-discriminatory practice is promoted in health and social care settings | 1st date: | 2nd date: | PPTPresentation | | ...
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