...M2: use the different sociological perspectives to discuss patterns and trends of health in two different social groups. The following assignment will discuss the different sociological explanations in relation to the patterns and trends of health and illness in the different social groups. The association between class and health in the society presents a great dilemma for sociologists. The black report outlined four different explanations to explain this relationship: * The Artefact approach * Natural and Social approach * Cultural Explanation * Structural Explanation. Social class The first explanation, the artefact approach has the vision that both class and health are artefacts of the measurement process. The approach suggests that the inequalities that are present in health are not real inequalities, but instead are part of the measurement process. One must look at the processes that are involved in how these statistics are produced. A number of different factors have been identified as contributing factors to the relationship between class and health; these include the variations in diagnosis, certification, and classification and also the coding processes. The Natural and Social explanation suggests that it is not the low social class which causes inequalities between health and class, but instead it believes that health status influences these social statuses. Natural is meant survival of the fittest, however, not the main feature of evolution...
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...element of health and illness. These things will include the introduction of social groups and looking at their statistics. “A social group is a collection of people who interact with each other and share similar characteristics and a sense of unity. A social category is a collection of people who do not interact but who share similar characteristics. For example, women, men, the elderly, and high school students all constitute social categories. A social category can become a social group when the members in the category interact with each other and identify themselves as members of the group.” - Anonymous, 2014. No only will I be looking at the social elements, but how it links in to health and trends in illness to find out just how the can both relate. Things such as Morbidity rates (the counted statistic rate in which disease appears in the population). Not forgetting other patterns in health including mortality rate known to be the amount of deaths calculated per annum along with many other rates that can effect the illness of social groups and reasons as to why and how these rates may effect them. As previously mentioned before a social group is a collection of people who interact with each other and share similar characteristics and a sense of unity. A social category is a collection of people who do not interact but who share similar characteristics. For example, women, men, the elderly, and high school students all constitute social categories. A social category can...
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...Higher Education Diploma Syllabus and Unit Specification SOCIAL ISSUES IN HEALTH CARE LEVEL 3 CREDIT VALUE: 21 Credits at Level 3. RATIONALE The Access to HE Diploma is aimed at anyone who would like to progress to University but does not have the relevant qualifications to enter. Usually these are people who have had a break in education and would like to return and achieve a qualification. The purpose of this subject syllabus is to provide such learners, both part and full time, with an opportunity to study the principles and applications of Social Issues in Health Care at an advanced further education level (Level 3), with sufficient focus and detail to achieve the transferable skills, knowledge and understanding necessary for progression towards related programmes in Higher Education. The subject is unitised in order to provide flexibility of operation. Satisfactory completion of the four units within this syllabus results in the award of 21 credits at Level 3 of the Access to HE Diploma. Although each unit may be undertaken, and must be assessed independently, it is recommended that the full set of four units attached to the syllabus should be completed. The award of an Ascentis Access to HE Diploma is subject to satisfactory completion of all the requirements set out in the rules of combination for the named Access to HE Diploma. AIMS 1 To provide opportunities to develop academic skills in Social Issues in Health Care appropriate for a range of related...
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...Cambridge TECHNICALS OCR LEVEL 3 CAMBRIDGE TECHNICAL CERTIFICATE/DIPLOMA IN HEALTH AND SOCIAL CARE PSYCHOLOGICAL PERSPECTIVES FOR HEALTH AND SOCIAL CARE A/601/2404 LEVEL 3 UNIT 7 GUIDED LEARNING HOURS: 30 UNIT CREDIT VALUE: 5 PSYCHOLOGICAL PERSPECTIVES FOR HEALTH AND SOCIAL CARE A/601/2404 LEVEL 3 UNIT 7 AIM OF THE UNIT Psychology is the study of the human mind and behaviour. This unit aims to explain the reasons people do the things they do when it comes to health and wellbeing. The mind and the body are interlinked, e.g. stress caused by daily hassles or lifestyle can have a detrimental effect on the body’s immune system and can lead to serious illness. Psychologists have given us many ways to explain human behaviour and this unit is designed to enable learners to apply what they have learnt to their own practice; from helping people overcome emotional problems to dealing with challenging behaviours. The knowledge and understanding gained throughout the unit will benefit all those who work with others, be it people who use services, their friends and family, and other professionals. A wide range of perspectives is covered which can then be applied to many different health and social care settings. The behaviourists and social learning theorists can help to explain how health related behaviours are learnt as well as ways to teach new behaviours to people who use services. The humanists, on the other hand, provide us with a set of guidelines for working with...
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...Edexcel BTEC Level 2 Certificate, Extended Certificate and Diploma in Health and Social Care (QCF) Unit 7: Anatomy and Physiology for Health and Social Care Assignment 7 Contents Index | | Page No | Learner details* | | 3 | Learner tracker* | | 3 | Learner declaration* | | 3 | Aim and purpose | | 4 | Unit introduction | | 4 | Learning outcomes | | 5 | Unit contents | | 7 | Essential Resources | | 8 | Assessment brief | | 9 | Task 1 | P1 | 10 | Task 2 | P2/M1/D1 | 10 | Task 3 | P3 | 11 | | | | Task 4 | P4/M2 | 11 | Task 5Task 6 | P5P6/M3/D2 | 1112 | | | | | | | * Must be submitted with learner’s evidence. Assignment 7 – Unit 7: Anatomy and Physiology for Health and Social Care Learner Name: Assessor Name: Issue Date: Deadline Date: Submission Date: Learner Tracker Assignment 1 | Assessment Criteria | Completed | Grade | Task 1 | | | | Task 2 | | | | Task 3 | | | | Task 4 | | | | Task 5 | | | | Task 6 | | | | ------------------------------------------------- Learner Declaration ------------------------------------------------- The learner declaration must be attached to the completed portfolio of evidence. ------------------------------------------------- Learner Name: ------------------------------------------------- I declare that the work contained in this portfolio of evidence is all my own work. ------------------------------------------------- ...
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...QUALIFICATION HANDBOOK Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) (3978-51/52/53/54/55/56) December 2011 Version 3.1 (February 2012) Qualification at a glance Subject area City & Guilds number Age group approved Entry requirements Assessment Fast track Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) 3978 19+ There are no entry requirements Portfolio of Evidence, Practical Demonstration/Assignment. Automatic approval is available for centres offering the 3172 Level 4 NVQ in Health and Social Care – Adults 100/4794/3 and the 3078 Level 4 NVQ in Leadership and Management for Care Services 500/4105/8 Learner logbook and Smartscreen Consult the Walled Garden/Online Catalogue for last dates City & Guilds number 3978-51 Accreditation number 600/0573/7 Support materials Registration and certification Title and level Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Residential Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Advanced Practice) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Adults’ Residential...
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...Unit 208 Understand health and safety in social care settings Level: 2 Credit value: 4 NDAQ number: R/602/3179 Unit aim This unit is aimed at those who are interested in, or new to, working in a social care setting. It introduces knowledge and understanding of areas of health and safety required to working in a social care setting. Learning outcomes There are eleven learning outcomes to this unit. The learner will be able to: 1. Understand the different responsibilities relating to health and safety in social care settings. 2. Understand the use of risk assessments in relation to health and safety. 3. Understand procedures for responding to accidents and sudden illness. 4. Know how to reduce the spread of infection. 5. Know how to move and handle equipment and other objects safely. 6. Understand the principles of assisting and moving an individual. 7. Know how to handle hazardous substances. 8. Know environmental safety procedures in the social care setting. 9. Know how to manage stress. 10. Understand procedures regarding handling medication. 11. Understand how to handle and store food safely. Guided learning hours It is recommended that 41 guided learning hours are allocated to this unit, although patterns in delivery are likely to vary. Details of the relationship between the unit and relevant national standards This unit is linked to HSC 22, 221 and 223 Endorsement of the unit by a sector or other appropriate body This unit is endorsed...
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...| At school | At the start of the course | During and after studying health and social care | Knowledge` | In secondary school I did study BTEC Health and Social Level 2 so I do know quite the basics about Health and Social. I got a merit for this course, I could have got a distinction but I did do 3 more other subjects which I had to focus on as well. I always had an interest in this subject because it expanded my knowledge in a range of things as I done 7 units covering 7 topics. My teacher explained each unit clearly and if we wanted help she would have gave us that support to make it more understandable. Whilst I was doing this course I realised this course is for people who want to pursue a career in a health and social care sector, to become a nurse, midwife, social worker, counsellor , care worker etc. That’s why I carried on to do level 3 at sixth form. | When I started this course in September (Health and Social Level 3) I had more of an understanding of what I’ll gain in terms of skills and a lot of knowledge. I knew as this was a BTEC Health and Social course it would consist 100% of coursework but my teacher gave me more information about this course such as there is 6 units in year 12 and another 6 in year 13. My knowledge in Health and Social is getting better as my teachers told me what to include in my assignments and how to get a pass merit and distinction. Whilst I’m doing this course I’ve learnt many things that would help me in university such as how to...
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...[pic] BTEC Level 3 Subsidiary/Diploma in HEALTH & SOCIAL CARE UNIT 4 DEVELOPMENT THROUGH THE LIFE STAGES Name : …………………….. Target Grade ………………. Current Grade ……………… January – April 2014 |Pass |Merit |Distinction |Attempted |Complete | |P1 – Produce a series of posters that|M1 : Write a report that discusses |D1 : As a conclusion to your report, |P1 | | |describe physical, intellectual, |the nature – nurture debate in |evaluate how nature and nurture may | | | |emotional and social development for |relation to the development of the |affect the physical, intellectual, |M1 | | |each of the life stages of an |individual |emotional and social development of 2| | | |individual | |stages of the development on an |D1 | | | | |individual | | | |P2 – Using examples from someone’s | | |P2 | | |life, explain the potential...
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...Assignment brief: Btec L3 Extended Diploma in Health and Social Care. Assignment title | Service Provision and Careers in Health and Social Care | Assessor | | Date issued | WC 18/1/16 | Hand in deadline | WC 8/02/16 | Duration (approx.) | 7 | | Qualification covered | Btec L3 Extended Diploma in Health and Social Care | Units covered | 6 Personal and Professional Development. | Learning aims covered | 4 Know service provision in the health or social care sectors. | | Scenario | As a member of the student council at college you have been asked to promote awareness of local provision and career opportunities in the area as part of the “Health Services and Occupations” open day. You have been assigned two specific displays. | | Task 5 | Placement Research/ Display boards: The first display board will relate to promoting awareness of a specific health or social care provision (placement). Posters and information sheets must be used and include detailed descriptions of the service provider, funding, services offered, its place in national provision and sector eg: Statutory. You may use illustration, pictures and diagrams to enhance your display.The second board will provide three examples of health or social care workers with detailed descriptions of their role, responsibilities and career pathways. Photographs will be taken to be used in promotional leaflets. (this activity will also provide evidence for unit 20/ cross reference fund raiser) | Evidence...
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...Qualification (Course code) | F12122BTEC Diploma Health Studies / Health & Social Care | Unit Number and Title | Unit 6: Personal and Professional Development | Assignment Number & Title | Assignment 1 | Issue date | Week commencing 22/2/16 | Submission date | Week commencing 7/3/16 | Assessor | Debbie Hilton | IQA | Alyson Blud | Grading Criteria:(P1): Explain key influences on the personal learning processes of individuals. (P2): Assess own knowledge, skills, practice, values, beliefs and career aspirations at start of the programme(P3): Produce an action plan for self-development and achievement of own personal goals(M1): Assess the impact of key influences on the personal learning processes on own learning(D1): Evaluate how personal learning and development may benefit others | Scenario: Must be vocationalYou work for a health and social care service provider and you are developing your personal and professional development portfolio. The portfolio aims to enable you to understand the learning process and to give you the skills needed to plan for, monitor and reflect on your professional development. A minimum of 100 hours of work experience, in addition to the guided learning hours, is required for successful completion of this unit. | Task 1: Complete the electronic chart from Moodle (upload to vital) explaining the key influences on personal learning processes of individuals it should include the following: (P1) * Theories of learning: i.e. Honey...
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...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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...Unit Title: Promote person centred approaches in health and social care Unit sector reference: HSC 036 Level: 3 Credit value: 6 Guided learning hours: 41 Unit accreditation number: Y/601/8145 Unit purpose and aim This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to implement and promote person centred approaches. Learning Outcomes The learner will: Assessment Criteria The learner can: 1 1.1 Explain how and why person centred values must influence all aspects of health and social care work 1.2 Evaluate the use of care plans in applying person centred values Understand the application of person centred approaches in health and social care Exemplification Person centred values include: Individuality Rights Choice Privacy Independence Dignity Respect Partnership A care plan may be known by other names eg support plan, individual plan. It is the document where day to day requirements and preferences for care and support are detailed 2 Be able to work in a person centred way © OCR 2010 2.1 Work with an individual and others to find out the individual’s history, preferences, wishes and needs 2.2 Demonstrate ways to put person centred values into practice in a complex or sensitive situation 2.3 Adapt actions and approaches in response to an individual’s changing needs or preferences ...
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...Unit: 7 Sociological perspectives in Health and Social Care P2 In this assignment I will be defining the different concepts of health& ill health and how theorists relate their theories to health. I will also assess the biomedical and socio-medical models of health. There are many definitions of health; many sociologists have a difficulty in finding a definition for the word health. Health can be defined in negative terms, as ‘the absence of disease’. According to http://www.who.int/about/definition/en/print.html this is contrasted with a positive definition such as the provided by the World Health Organisation (WHO) IN 1974: “Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity”. A negative concept of health is therefore opposed to a positive concept of health as being worried with people’s physical, intellectual, social and emotional wellbeing. According tohttp://www.who.int/about/en/ The World Health Organisation is an organisation which directs and coordinates authorities for health in the United Kingdom. It is responsible for global health matters and shapes the health research agenda, setting norms, standards and providing support in countries. In the health and social care settings, health care professionals usually implement a holistic approach to care and support for people. They see their role as addressing the needs of the whole person rather than single matters or identified problems. A person with...
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...Psychiatric-Mental Health Nursing Supplemental Learning Guide Course Objectives * Relate the minimum requirements for the course. * Illustrate the use of competencies for learning. * Formulate own needs and responsibilities relative to meeting course competencies. * Relate course/clinical assignments and evaluation * Distinguish how the major concepts (see Nursing Student Handbook) of the program are affected by the variety of conditions and diseases within this course for all age groups. Outline A. Orientation to course 1. Course descriptions 2. Course outcomes/competencies 3. Textbooks B. Course Requirements 1. Student assignments and responsibilities 2. Minimum level of achievement 3. Evaluation tools C. Course/ Clinical Assignments and Evaluation D. Major Concepts 1. Caring 2. Clinical judgment, clinical reasoning, and nursing judgment 3. Clinical microsystem 4. Collaboration 5. Critical thinking 6. Cultural competence and Diversity 7. Ethics 8. Evidence-based care 9. Healthcare environment 10. Human flourishing 11. Informatics and Information management 12. Integrity 13. Knowledge, skills, and attitudes 14. Leadership 15. Nursing and Nursing Process 16. Nursing-sensitive indicators 17. Patient and Patient-centered care 18. Personal and Professional development 19. Professional identity 20. Quality improvement 21. Relationship-based care ...
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