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HSC01 Scheme of Work V2

New A-Level Health and Social Care/Schemes of work/Version 2.0Unit Title HSC01: Effective Care and Communication (compulsory)

This unit introduces candidates to the communication skills used in health, social care, children and young people and community justice sectors.

Method of assessment - portfolio of evidence

Topic Learning objectives/understanding

Key terms/definitions/notes

Suggested activities Resources

3.1.1Life quality factors

Understand the impact of the following factors on the quality of life:

occupation stimulation effective communication choice autonomy equitable treatment

(absence of unfair discrimination)

social contact social support approval dignity confidentiality psychological security exercise nutrition physical safety and

hygiene physical comfort freedom from pain

Quality of life

Occupation

Stimulation

Effective communication

Choice

Autonomy

Equitable treatment

Discrimination

Social contact

Social support

Approval

Dignity

Confidentiality

Psychological security

Teacher led discussion of the term “quality of life”. What contributes to a good quality of life? What about a bad quality of life?

Students work in small groups, using “physical” and “psychological” as headings, to brainstorm what is needed for a good quality of life. Feedback to class.

Discuss whether there are life stages where some LQFs are more or less important for the individual, or maybe at greater or lower risk of being absent for the individual.Matching exercise – key terms with definitions.

Students create a table

AS level for Health and Social Care (AQA) by Neil Moonie. Page 2.

AQA AS Health and Social Care by Richard Smithson. .

HSC01 Scheme of work


Exercise

Nutrition

Physical safety

Hygiene

Physical comfort

Freedom from pain

of the different LQFs and their definitions. Then add examples of their provision in a range of care settings. Where possible, students could ask family members or contacts they have who work in one of the four sectors.

Teacher provides examples of scenarios/case studies where LQFs conflict. Discussion on the decisions which need to be made to balance out conflicting factors.

3.1.2Caring skills and techniques

Understand how practitioners use the following caring skills to treat people well:

Social perception – being able to recognise correctly a person’s feelings, needs and intentions

Observation – including measuring temperature and blood pressure, noticing changes in behaviour over time, food intake and wakefulness

Social perception

Observation

Communication

Encouraging

Creating trust

Reducing negative feelings

Gaining compliance

Students work in pairs to write scenarios from the sectors which illustrate different caring techniques. These could then be role-played or discussed. Teacher provides definitions of each caring skill for the task.

AS level for Health and Social Care (AQA) by Neil Moonie. 3.

AQA AS Health and Social Care by Richard Smithson. Page 15.

www.skillsforcare.org.uk

“Foundation skills for caring” by Glasper, McEwing and Richardson. Palgrave MacMillan

http://www.skillsforcare.org.uk/


Communication – listening, inviting questions, giving and explaining information in a way which matches communication style and content to the client

Encouraging – including rewarding adaptive behaviour. Adaptive behaviour is the behaviour of a client which tends to increase his/her well-being (as opposed to maladaptive behaviour)

Creating trust – by acting consistently, by doing what you have promised to do, by not breaching confidentiality

Reducing negative feelings and behaviours of clients and others, avoiding and defusing conflict

Gaining compliance – by giving reasons, by offering limited choices, without coercion

Eye contact and facial expression in communication, including making eye contact in order to gain compliance, to reassure, to signal attentiveness and avoiding eye contact with an aggressive person

Eye contact

Facial expression

Disengagement

Physical contact

Distraction

Modelling

Working alongside

Showing approval

Setting challenges


Disengagement, i.e. temporarily breaking off an encounter, e.g. by moving away in order to enable a client to calm down

Physical contact, for example by providing psychological security or approval, while being aware of the risks of misinterpretation of this gesture

Distraction, i.e. either providing temporary distraction to divert a client from their own anxiety or pain, or teaching a client to develop their own distraction techniques

Modelling, i.e. displaying only acceptable behaviour in social situations, so that clients can learn to act similarly

Working alongside, i.e. engaging in the same activity you are trying to get the client to do, for example playing alongside an infant

Showing approval, for example giving praise

Setting challenges, i.e. suggesting achievable targets to clients.


3.1.3Barriers to effective caring

Understand that there are barriers to effective caring. Understand that treating people well involves providing life quality factors which match the needs and personality of the individual.

Understand that there are ethical and practical reasons for treating people well.

One ethical reason is that those who provide care for others have a duty to maintain an acceptable quality of life for them.

Understand the following barriers:

a practitioner having negative attitudes

a practitioner holding stereotypes about certain groups

a practitioner lacking motivation

a practitioner not conforming with appropriate workplace norms

a practitioner being preoccupied with their own needs

a practitioner having a lack of skill

Ethics

Duty of care

Attitude

Stereotype

Lacking in motivation

Inappropriate workplace norms

Preoccupation with own needs

Lack of skill

Powerlessness

Exaggeration

Hostile

Mix and match definitions activity – key terms with their definitions.

Careers advice column – students write letters about difficulties they are experiencing in the workplace with regards to caring. Swap with another student and advise them on how to overcome their barriers to effective caring appropriately.

Research ways in which different practitioners from across the sectors can be supported in their continued professional development. Students may like to take the opportunity of researching a job role they are interested in pursuing as a career.




a client perceiving themselves to be powerless

a client hiding their real needs and concerns

a client exaggerating needs and concerns

a client behaving in a hostile manner.

3.1.4Ways in which clients are treated badly

neglect rejection hostility punishment bullying violence unfair discrimination on

the basis of sex, sexuality, ethnicity, religion, social class, age and impairment.

Neglect

Rejection

Hostility

Punishment

Bullying

Violence

Discrimination

Research recent news articles showing elderly clients being treated badly in residential homes. Write a report which makes use of the key terms.



Online news articles relating to bullying, neglect, punishment etc in elderly residential care.

YouTube. Panorama – Care Home Abuse.

3.1.5Types of communication

Verbal communication: speaking and listening, writing and reading.

You should understand how the following affect the effectiveness of verbal communication:

Matching the language and style of the communication to the clients in terms of:

Verbal communication

Paraphrasing

Colloquialism

Non verbal communication

Body orientation and proximit

Students brainstorm different methods of communication in a range of settings.

Discuss reasons for using different methods of communication.

View an episode of a television soap opera to analyse the body




whether to use technical terminology with or without explanation/definition of its meaning, or whether to avoid it and paraphrase (depending on the assumed familiarity of the clients with the topic)the length and complexity of sentences (depending on the language comprehension skills of the clients)

whether or not to use humour

how formal or informal the style should be

whether or not to use colloquialisms

structuring a communication to give a logical progression of ideas (for example by appropriate sequencing of information and by using headings and recapitulation)applying grammatical skills to avoid ambiguity

using words appropriately, i.e. with their conventional meaning, and with precisionfluency (the avoidance of clumsy or ponderous phrasing)In addition, understand how the following affect written verbal

language used by different characters.

Select examples from the specification to illustrate how effective communication will change depending on the client and the setting, e.g. a discussion of when it is appropriate and when it is inappropriate to use humour.

Role play – good and bad examples of communication between a teacher / parents / student at a parents evening.

NursingTimes.net - Good communication helps to build a therapeutic relationship

“Effective Interactions with Patients” by A.Faulkner (2001),,Churchill Livingstone, London

“Effective Classroom Communication Pocketbook” by Richard Churches


communication skills: correct spelling and

punctuation legibility

Understand how the following affect oral verbal communication skills:

using an appropriate speed of speech, clarity of utterance and loudness (to enable others to hear and understand)

using an appropriate pitch, and tone of voice (in order to avoid sounding bored or boring)

minimising hesitations and filled pauses (such as ‘err’ and ‘you know’)

(The above three skills are described in some sources as ‘paralanguage skills’ and categorised as aspects of non-verbal communication)understanding and responding to questions and comments

Non-verbal communication: body language, facial expressions, gesturesUnderstand how the following affect non-verbal communication


skills and support effective oral communication:

appropriate eye contact

use of facial expression (communicating confidence, interest, responsiveness)

use of body orientation and proximity (facing clients, appropriate distance for visibility and engagement)

use of gesture, posture and other body movements (to aid verbal communication, communicating confidence, without distracting)

use of supporting equipment including visual aids

3.1.6Communication difficulties

Know that sensory impairments including deafness and blindness can create communication difficulties, as can disability conditions causing reading difficulties, poorly-developed speech, slurred speech and aphasia.

Lack of skills, e.g. internet use in later adulthood.

Strategies for overcoming communication difficulties

Aphasia

Sight impairment

Hearing impairment

British Sign Language

Braille

Makaton

Work in pairs to research one or more alternative andaugmentative methods of communication, for example Braille, Makaton, British Sign Language (BSL) and the Picture Exchange Communication System (PECS). Share findings with other pairs.Discuss in groups/class what is needed for



www.stroke.org.uk

www.nhs.uk/CarersDirect (section on

http://www.nhs.uk/CarersDirect

http://www.stroke.org.uk/


Understand how alternative systems of verbal communication including British Sign Language, Makaton and Braille are used to overcome communication barriers.

effectivecommunication and the consequences of poor communication.

Review examples of information literature from sector organisations and services.

communication difficulties)

3.1.7Barriers to communication

Understand how the following can be barriers to effective communication between clients and practitioners:

lack of a common or shared language

use of unfamiliar technical or dialect words or phrases

differences in cultural beliefs and assumptions

environmental issues such as noise, inappropriate rooms, lack of privacy

reluctance to communicate (such as being in an abusive or violent situation)

practitioner’s lack of confidence or experience

hostility between client and practitioner.

Dialect

Culture

Hostility

In pairs, brainstorm barriers to communication in settings and for clients identified by the teacher (teacher provides examples from the four sectors).

For each barrier identified, suggest ways in which they might be overcome.


www.ican.org.uk

www.percyhedley.org.uk

www.nacro.org.uk Look at “ Speech, language and communication difficulties” under resources. This applies to young offenders.

3.1.8Evaluating

Know that communication skills can be evaluated by assessing

Watch a ‘celebrity’ interviewer and evaluate

AS level for Health and Social Care (AQA) by Neil

http://www.nacro.org.uk/

http://www.percyhedley.org.uk/

http://www.ican.org.uk/


communication skills

a practitioner’s use of the skills above and by assessing whether the style and content of communication is appropriate for the client/client group and setting.

the communication skills used, e.g. Jonathan Ross. As a contrast, you could also watch a clip of Michael Parkinson interviewing Meg Ryan.

Moonie. Page 94.

3.1.9Communication when working in teams

Know that many care settings involve people working in teams of practitioners, some of whom have the same responsibilities, while others do not. Know that effective communication between team members is important for:

ensuring continuity of care, for example when shifts change

sharing essential information about client/client group needs

informing practitioners of change in a client/client group’s condition

avoiding or defusing conflicts between staff

developing the caring skills of inexperienced staff

supporting, guiding and encouraging staff.

Record keeping

Partnership working

Continuity of care

Summary care records

Conflicts

Discuss as a class what records are kept on them as students.

Make a list of the records kept on them to date. Who are these shared with?

Research the records kept about them at school / collegeIdentify how these records are used and shared.

Look at the school/college attendance policy and identify record keeping and partnership working within it.Create a flow diagram of how information is shared within and across the sectors.Class debate on what information should be shared.


www.rcn.org.uk various articles of communication

The centre’s own communication policies (e.g. email policy, correspondence with parents, policies on grievance etc)

http://www.rcn.org.uk/


Identify the key points as to why information must be shared.

Student research into summary care records.

3.1.10Clients and care settings

You should learn about the use of communication skills, and ways of overcoming communication barriers and difficulties with the following types of client:

children and young people

people with specific learning difficulty conditions

people with sensory, speech or other communication impairments

people with other disabilities

people (including client’s relatives) attending an accident and emergency unit

people resident in a hospital ward

people in consultation with a practitioner

people in later adulthood offenders

Students to select a client group from the list and produce a 5 minute presentation which outlines some of the communication skills and ways of overcoming barriers pertaining to their client / client group. These could be uploaded to the department’s Moodle site for other students to share.



List of some possible clients and settings (AQA meeting November 2012)

3.1.11


The portfolio should include the following:

Section A Introduction

identification of a sector one type of client/client group within this sector care setting work of identified sector and care setting

Section B Caring in the chosen setting

life quality factors and how they are met (for the client/client group) in the setting chosen (with examples) caring skills used in the setting (applied to the client/client group) barriers to caring which the client/client group could experience/might experience in the chosen setting ways in which the client/client group could be treated badly in this setting

Section C Communication in the chosen setting

good practice in communication skills for the setting (both for the client/client group and between practitioners) how barriers to communication can be overcome in the setting (both for the client/client group and between practitioners)

Section D Evaluation

evaluation of the most appropriate caring and communication skills for the client/client group in the specified setting justification of the most appropriate caring and communication skills for the client/client group in the specified setting

Section E Appendix

an appendix to state references to the sources of information used

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