...partnerships also co-ordinates in order to ensure that, each professional's effort are acted upon, and to ensure that each practitioner is aware of what the others are doing. The children Act 1989 laid the foundation for inter-agency and inter-professional collaborations. In order to clearly explain the benefits of interagency partner in health and social care I will look at some real life situation (case study) and show how the agencies collaborate to focus on the holistic wellbeing of the patient. Case Study John is a 69 years old man and he lives alone. Four months ago, he was diagnosed with neuritis disease and he is been advised by his GP to undergo surgery to remove the damaged nerve but he is nervous about the surgery. As a result of his condition, he has been having difficulty with walking and he has to quit his job. He has started drinking in the evenings and also got a liver problem and because of these problems, he is depressed. The ranges of professionals that are working with John to ensure that he gets the best of care include the following: The first point of contact for John is the General Practitioner (GP). He was the health professional who diagnosed him of neuritis (Neuritis is the inflammation of the nerves, involving a single nerve or a series of nerves). The GP also prescribed mild anti-depressants to help reduced some of the depression that he is feeling and also to help him have a positive relationship with his neighbours...
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...COMMUNICATION AND INTERPERSONAL INTERACTION IN A HEALTH AND SOCIAL CARE CONTEXT ONE TO ONE INTERACTION Effective communication is a conversation in which no one becomes confused by the other person's implication. The first thing you need to do to guarantee effective communication is to use consideration. The second thing is to ask Illustrative Questions; questions that attempt to uncover the other person's genuine meaning. An effective conversation can similarly mean a conversation in which something is accomplished. It can be a conversation in which two people both enjoy the conversation, learn something or get help with something, for example if Me and my Mother went to the GP, I would want the doctor to have a one on one with me and not my Mother because I am the one with the problem. One-to-one communication proficiencies are required for basic everyday communications in health and social care settings. They are also needed to form and sustain compassionate relationships with work associates and people who use care facilities. GROUP INTERACTION Communication in group situations is vital for social, intelligent and sensitive development. Health and social care workers converse in group situations when they contribute in: * Report or assignment meetings where individuals’ needs are conversed * Case meetings and release conferences * Beneficial and activity groups * Meetings with families and bosses of care societies. The communication skills we use in...
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...title Pearson BTEC Level 4/5HNC/D Diploma Health and Social Care Unit 9: Empowering Users of Health and Social Care Services https://www.netessays.net/viewpaper/130575.html http://hndassignments.co.uk/courses/unit-9-empowering-users-health-social-care/ Student name Assessor name Fidelia Chukwuenweniwe Date issued Submission date Re-assessment date 17/02/2016 Task 1 and Task 2 Thursday 14th April 2016 Task 3 and Task 4 Thursday 28th April 2016 Assignment title Empowering Users of Health and Social Care Services Learning Outcome Learning Outcome Assessment Criteria In this assessment you will have the opportunity to present evidence that shows you are able to: Task no. LO1 Understand how the design and review of services promotes and maximises the rights of users of health and social care services 1.1 Explain how the current legislation and sector skills standards influence organisational policies and practices for promoting and maximizing the rights of users of health and social care services 1 1.2 Analyse factors that may affect the achievement of promoting and maximising the rights of users of health and social care services 1 1.3 Analyse how communication between care workers and individuals contribute to promoting and maximizing the rights of users of health and social care services 1 LO2 Understand how to promote the participation and independence of users of health and social care services 2.1 Explain factors that may contribute...
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...Independence of older people The older people’s health and wellbeing Framework reference group was established on 21 June 2010. It is a group of older people with experience as users and carers of health and social care services. Its guide is to provide comments and recommendations on a draft service framework document commissioned by the department of health, social services and public safety on the health and wellbeing of older people. For older people, independence is about choice and control. They value helping others as well as receiving help themselves. They also value good housing in safe, friendly neighbourhoods; getting out and about and keeping busy; an adequate income, good information and good access to healthcare. National policies already offer many opportunities to refocus local services in order to promote greater independence and well-being for older people, although better organisation is needed. Mr Ronald (age 81) was referred to the hospital social work team for older people following his admission to the acute psychiatric ward for older people; under section 2 of the Mental Health Act 1983 (an approved social worker from the adult mental health team undertook the assessment). The admission followed a worsening in Mr Wilson’s mental health and an incident in which he apparently threatened his home help with a knife. Mr Wilson had been diagnosed three years previously with Alzheimer’s and at that time the community-based social work team had arranged home help twice...
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...communication and interpersonal interaction within a health and social care context. Introduction: In my Unit 1: Developing Effective Communication in Health and Social Care assignment which is task 1, I will be explaining the importance and why should health care professionals develop their effective communication skills and interpersonal interaction as they will be dealing a wide range of people within health and social care context. Effective communication in health and social care Effective communication is when two or more people communicate effectively without having difficulties to get the message across; it means that when they interact both verbally and non-verbally the other person will not misinterpret the message. Listening attentively is a key skill that can be use to communicate effectively.This will ensure that the other person will not get the wrong idea of the message other than that it is also important to ensure that the information received is accurate; one must clarify by asking questions to find out the exact meaning of the message to avoid conflict and misunderstanding. Furthermore, communicating clearly using appropriate body language, gesture, verbal and non-verbal cues will give the correct information that the other person need. In health and social care, it is important to communicate effectively with the patients, service users and their family and relatives.Working in a health and social care setting can be very challenging, as they will be...
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...Introduction For m2 I have been asked to discuss how discriminatory practice can be avoided in health and social care settings. I will use relevant examples to identify five forms of discrimination and to show how service users can be discriminated against and make suggestions on how these discriminations can be prevented. To discriminate means to make choices based upon categories, for example to hire someone of European descent and not people of African descent. There are a number of different ways that an individual can be discriminated against in health and social care settings or services as well as in everyday life. Some forms of discrimination are clear to see, such as use of racist language, whereas others are more subtle and discreet. Discrimination occurs when someone’s prejudice affects the way they treat other people. In a health and social care proffesions it is important that practitioners such as nurses and carers do not allow their prejudice to influence the way they treat service users. There are four different forms of discrimination – 1. Unfair discrimination is when an individual is treated unfairly in contrast to someone else. An example of unfair discrimination is an individual not being considered for a job because they are older then another candidate, despite having the same experience and qualifications. 2. Direct discrimination is when someone is rude, hostile or offensive, when an individual is treated less favourably then another...
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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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...body and doesn’t spread across or through the body. Bacterial infections are normally treated with a cause of antibiotics. Viruses: are made up of genes and proteins that spread throughout the body by invading the body’s own cells so they can reproduce and multiply in the body. They use the body’s cells as a host because they are unable to multiply on their own. They are normally spread directly from human to human. Viruses can be very tough and there are not many effective medicines available for viral diseases. There are currently 21 families of viruses known to cause disease in humans. Fungi: like to grow in warm, moist places. Some fungi can be beneficial to us such as penicillin, but certain types of fungi can be harmful to our health. Like bacteria and viruses, some fungi can act as pathogens. Human fungal diseases can occur due to infection or fungal toxins. Symptoms for fungal diseases can be as common as itching, coughing, fever, wheezing, but they can also be as serious as meningitis or even death Parasites are organisms that use other organism for its survival. They draw nourishment and other needs from its host organism. Parasites that cause infection and disease are known as Pathogenic parasites 1.2. Identify common illnesses and infections caused by bacteria, viruses, fungi and parasites Bacteria: Ecoli/food poisoning, MRSA, CDIF, Sickness and diarrhea Viruses: Common cold, Influenza, Chicken pox, Cold sores,...
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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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... | |OCR Level 3 Cambridge Technical Diploma in Health and Social Care |Unit 1:Developing Effective Communication In Health and Social Care | |Year 1 | | |Learner name | Assessor name | | |R.BENNETT / V.VINCENT / A.ISLAMI / S.TAYLOR | |Date issued |Deadline |Submitted on | |Tasks will be launched throughout the |All criteria to be met by January 15th 2016 | | |semester to meet needs of individual teaching| | | |groups | | | | | | |Assignment title |Effective Communication in Health & Social Care ...
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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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...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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...BTEC First Award in Health & Social care [pic] Course handbook September 2012 onwards Dear Student Welcome to the BTEC First award in Health & Social care You have chosen this course and this handbook is designed to give you an insight into how the course will be run. The BTEC first award is a 120 guided learning hour course which will give you a vocational qualification. It will give you the knowledge, understanding and skills to help prepare you for employment or to lead on to further areas of study. The course consists of 4 core units for the complete qualification which have specific learning outcomes. Three units have been broken down into assignment tasks which form part of a number of central assignment briefs. In addition, there will be an external examination to assess the remaining unit. The tasks cover different assessment criteria and are designed for you to produce finished pieces of work which also compliment and act as learning tools for each other and produce a complete interrelating body of work. As the course is vocational you will be visiting places of work, meeting and working with practising scientists and learning how to develop science with a set purpose. You will be able to discuss and evaluate the progress and end results of your work. You will also look at a variety of issues within the health and social care sector. The assignment tasks will be assessed and internally verified by your teachers and an external...
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...Centre Name: East End College of Business and ComputingAnd | Centre no: 10562 | Course title | Unit number and title | BTEC HIGHER NATIONAL HEALTH AND SOCIAL CARE: LEVEL-5 | Unit 16: Understanding specific needs in health & social care | Student name Student ID | Assessor name | | Margaret Amankwah | Date issued | Completion date | Submitted on | | | | | | Assignment title | Understanding specific needs in health and social care | Assignment Overview: Individuals have a wide & diverse range of demands & care needs. The aim of this assignment is to make a better understanding of these demands & needs within the health & social care service system & the development of these settings to ensure the empowerment of the service users. TABLE OF CONTENTS | TOPICS | PAGE NO | Introduction | …………………….4 | Task : 1 : Understanding perceptions of health , disability , illness & behavior | Task 1A | AC : 1.1 & 1.2 | …………………….5 | Task 1B | AC : 1.3 | …………………….6 | Task : 2 : Understanding how health & social care services & systems support individuals with specific needs | Task 2A | AC : 2.1 | …………………….7 | Task 2B | AC : 2.2 & 2.3 | …………………….7 | Task : 3 : Understanding approaches & interventions strategies that support individuals with specific needs | Task 3A | AC : 3.1 & 3.2 | …………………….9 | Task 3B | AC : 3...
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...BTEC National Diploma in Health and Social Care Unit 6 Personal and Professional Development in Health and Social Care LO1 Understand the learning process * Theories of learning * Influences on learning * Skills for learning * Support for learning * Learning opportunities LO2 Be able to plan for and monitor own professional development * Review at start of programme * Knowledge * Skills * Practice * Values and Beliefs * Career aspirations * Action plan for own development * Consider personal goals LO3 Be able to reflect on own development over time * Monitor and evaluate plan * Changes * Contexts * Professional development portfolio * Relevant experience * Support for development * Reflect on own development LO4 Know service provision in the health or social care sectors * Provision of services * Local health or social care * Health and social care workers What you will be taught 1. Understand the learning process * Theories of learning: theorists, * Skills for learning; * Support for learning; * Learning opportunities; 2. Be able to reflect on own professional development over time * Review at start of programme; * Knowledge; * Skills; * Practice; * Values and beliefs; * Career aspirations; 3. Be able to reflect on own development over time * Monitor and evaluate plan in terms of own development; * Professional development portfolio; * Relevant evidence;...
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