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Diploma in Health and Social Care for Level 3 - Candidate handbook sample pages

Diploma in Health and Social Care for Level 3 - Candidate handbook sample pages




Take a look at our sample pages for the new 2010 Diploma in Health and Social Care for Level 3, these pages and sample exercises are taken from the Candidate handbook.

This unit helps candidates to:

*Understand what is required for competence in their role within their sector.
*Be able to reflect and evaluate their own performance
*Be able to produce a personal development plan
*Be able to reflect on how learning opportunities contribute to their personal development plan
*Know how to reflect this in practice.

The unit from our Level 3 Diploma in Health & Social Care also contains key terms, activities and case studies, as well as hints and tips on preparing for their assessment.

To find out more, visit us now at http://www.pearsonschoolsandfecolleges.co.uk/FEAndVocational/HealthAndSocialCare/S_NVQ/Level3WorkBasedLearningHealthandSocialCare/Level3WorkBasedLearningHealthandSocialCare.aspx



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    Diploma in Health and Social Care for Level 3 - Candidate handbook sample pages Diploma in Health and Social Care for Level 3 - Candidate handbook sample pages Document Transcript

    • Unit HSC 31 Personal development T kn wledg an skills ddressed The knowledge and skills addressed in this unit are key to edg and ddre ress this i are ke th workin eff ctively n ll spe ts working effectively in all aspects of your practice. It is essential in our prac ice. ra s ssen ial n to know how to evaluate your work and how you can improve on o kno ho o va uat yo r or an o yo a imp v on no valu ork and what what you do, and to understand the factors that have influenced o, d nders an ders acto s ha h tors infl en e nfl your tti udes your attitudes and beliefs. o r des el efs. s With he ajor hanges ne policies nd ngoing ese rc in With the major changes, new policies and ongoing research in ajor a g ew oin earch t s ctor, ou ee this sector, you need to make sure that you are up to date in ak sure ha you ar ure datee wo practic s and owledge and awar of urrent work practices and knowledge, and aware of current thinking. a ices ge, wa ent king. This no n p o bu This is not an option but a duty that you accept when you but uty tha y accept he yo ha pt choo e choose to become a professional worker in the social care sector. o become eco e rofessiona worker ork r k the soci l ar s ctor o Th peo The people that you support have a right to expect that your ha you suppor h e o upp ight to xpect ha your ght p acti e always practice is always of a high standard and up to date. ice lwa high tandar a d r p ate In this unit you will: ■ understand what is required for competence in your u derstand ha is equire f competence rst at o p o r own ow wo k rol within he ecto own work role within the sector ol ■ be able to evaluate and reflect on your own e bl o evaluat an re ec on ou w le valu performanc performance formanc ormance ■ be able to produce a personal development plan be abl o produce bl o e sonal development plan a e pmen a ■ be able to reflect on how learning opportunities be ble t refl t on how learning opp tunities ear ppor co tribute to person developme pla contribute to a personal development plan bu o el ment l ■ know how to reflect on practice. know ow r ect on r ctice. c 1
    • Level 3 Health and Social Care Diploma Personal development Unit HSC 31 Understand what is In each case, you will have been given an idea of the duties and responsibilities of your job and what your them is registered and eligible to work in social work or social care. Activity 1 required for competence employer expects of you, and what you can expect in National Occupational Standards return. Standards for doing your job Each of the units of assessment in the Level 3 in your own work role However, the duties and responsibilities required by your Your job may have come with a job description, but Diploma is based on units of competence from the employer are not the only requirements of working in while that tells you what you need to do, it does not National Occupational Standards. within the sector social care. The regulator in the UK country in which usually tell you how you need to do it. To find that out, 1. Choose any three of the units of assessment from you work will require that you follow the Code of you need to look at the Standards that apply to your (learning outcome 1) Practice (see page XXX) that lays out the duties and work. your Diploma qualification and find the relevant units of competence. expectations for everyone who works in the sector. Standards, as with Codes of Practice, will vary Duties and responsibilities depending on the UK country in which you work. Each 2. Look at how the work you are doing for your Key terms Diploma links to the units of competence. Create a The specific duties and responsibilities of your job will UK country has National Minimum Standards that are table showing these links. vary depending on your role and the employer you work Regulator – someone who ensures compliance with used by inspectors to ensure that services are being 3. How can you show that you have met the for. If you work for a large employer, whether in the laws, regulations and established rules. delivered at an acceptable level (see page XXX). requirements set out in the National Occupational public, private or voluntary sectors, you will probably Code of Practice – a set of guidelines and regulations Standards? have had a period of induction, where you will have Key term to be followed by members of an occupation or learned about: National Minimum Standards – these are used by organisation. • the policies and procedures of the organization the Commission for Social Care Inspection (CSCI) to Competence • how the structures work Having Codes of Practice is important in social care, inspect the quality of care in services. In performing your job role, competence means that • the people who are your managers and supervisors. because in this sector you work with some of the most you have been able to provide evidence that you can vulnerable people in society. They have a right to expect Finally, and most importantly in terms of how you carry demonstrate the skills and the underpinning knowledge Key term a certain standard of work and a certain standard of out your work, there are the National Occupational contained in the National Occupational Standards. It is moral and ethical behaviour. Standards (NOS). These apply across the whole of the important to understand that competence is not only Induction – a formal briefing and familiarisation for UK, and explain what you need to know and be able to about doing the job; it is also about understanding why someone starting at an organisation. In order to be employed in social work anywhere in the do in order to work effectively in social care. The you do what you do and the theoretical basis that UK and in social care in some parts (soon to be all) of National Occupational Standards form the basis for all underpins the work. the UK, there is a requirement to be registered. This Working for smaller private or voluntary organisations, the qualifications in the social care sector, and are means having, or working towards, a certain minimum or working as a personal assistant directly employed by level of qualification and agreeing to work within the divided into units of competence. Some of these are Key term the person you are supporting, may mean that your mandatory, and everyone should be able to Code of Practice that sets out the required behaviour. Competence – demonstrating the skills and initial induction was less formal and you learned ‘on the demonstrate competence in these areas. Other units are Employers have to ensure that everyone who works for knowledge required by the National Occupational job’. optional and you should be able to demonstrate Standards. competence in those units relevant to your job role. Case study: Esme and Joanne Key term Joanne works as a personal assistant to Esme, who who initially denied any involvement. Eventually she lives in Cardiff and has cerebral palsy. Esme is a broke down and admitted that she had been stealing National Occupational Standards – UK standards of regional organiser and fund-raiser for a large charity; the items because her boyfriend had a drug habit and performance that people are expected to achieve in she has a very busy and active life. She needs support he kept demanding more and more money. their work, and the knowledge and skills they need to workers to accompany her during all her business perform effectively. Esme dismissed Joanne from her post and reported time in order to support her personal needs and to the matter to the police. She reported Joanne to the take notes at meetings. Esme has recruited a team of Care Council for Wales, where she was interviewed by Getting ready for assessment support workers and they work in shifts. Several a disciplinary panel and was banned from working in months after Joanne started working for her, Esme This assessment is knowledge-based. You are likely to duties and responsibilities of your role are reflected in the social care for three years. noticed that items were going missing from her have to prepare an assignment that shows how your job standards. This could be a written assignment or it could house. Initially this was just small things like CDs, then 1. Do you think that Esme took the right actions? role is linked to the relevant standards, and how the be in the form of a presentation. larger items, and money also started going missing 2. What else could she have done? from her purse. It always seemed to link in to when 3. What would have been the consequences of these Joanne had been working. Esme confronted Joanne, other courses of action? 2 3
    • Level 3 Health and Social Care Diploma Personal development Unit HSC 31 Qualitative research Your work practice should be updated and improved as a result of reading research articles, watching TV New knowledge is not only about emerging theories. It is also o en about day-to-day aspects of your practice, any source as valuable and useful information that can add to your ability to reflect effectively on your work. A qualitative approach looks at the quality rather than programmes and attending training days. It is o en which are just as important and can make just as much This is not easy, but it is essential if you are to develop the quantity of something. It could be used, for difficult to find time to keep up to date and to change difference to the quality of support you provide. It is also into a reflective and effective practitioner. example, to investigate the feelings of people who have the practices you are used to. Any form of change takes about taking your practice forward by developing your remained on the waiting list for treatment, or people’s time and is almost always a little uncomfortable or knowledge across a range of situations. Activity 4 attitudes towards residential care, or the relationships unusual to begin with. You will need to make a very between those in residential care and those who care for conscious effort to incorporate new learning into your Constructive criticism Reflect them. Generally, qualitative data is produced in words practice. You need to allocate time to updating your 1. Ask a colleague, or a friend or family member, to rather than figures and will consist of descriptions and Think about an occasion when you have been able to knowledge, and incorporating it into your practice. You offer some constructive criticism on a task you information about people’s lives, experiences and look at an area of your own practice or knowledge could try the following ways to ensure that you are have undertaken –for example, a practical activity attitudes. using the new knowledge you have gained. that needed improvement, and the steps you took to such as cooking a meal, or work you have make the changes. What did you do, and what factors undertaken in the garden or in the house. Activity 3 made you choose a particular course of action? Doing it well 2. Work hard on accepting the criticism as Consider where you looked for help and what you Quantitative and qualitative research constructive and helpful. Try to make a positive Applying new skills and knowledge found to be the most and least useful actions you response. Find two pieces of research (one quantitative and one in practice took. Finally, think about how you can use this 3. How did the constructive criticism make you feel? qualitative) carried out within the past two years using experience to make future changes and improvements • Plan out how you will adapt your practice on a If you found it hard to deal with, why do you think any of the following sources: to your practice. Has looking back at a previous day-to-day basis, adding one new aspect each day. this was? occasion made it easier to plan for the future? What • newspapers Do this until you have covered all the aspects of If you are able to practise receiving feedback on does this tell you about how you work best? • journals the new information you have learned. something that is relatively unthreatening, you are • reports • Discuss with your supervisor and colleagues what likely to be able to use the same techniques when • television you have learned and how you intend to change considering feedback on your working practices. • the Internet your practice, and ask for feedback. • textbooks. • Write a checklist for yourself and review it at the Your response to negative feedback should not be to end of each day. defend your actions or to reject the feedback. You must Read the results of both pieces of research and make a • Give yourself a set period of time, for example, one try to accept and value it. A useful reply would be: note of the differences in the type of information month, to alter or improve your practice, and ‘Thank you, that’s very helpful. I can use that next time provided. review it at the end of that time. to improve.’ If you are able to do this, you are likely to be able to make the maximum use of opportunities to improve your practice. Case study: Opportunities for self-directed training On the other hand, if criticism of any kind undermines Olesya works as a care worker at a big, busy day centre people. She arranged to spend some time on a self- your confidence and makes it difficult for you to value Do you get the best from supervision by preparing well? your own strengths, you should ask your supervisor to and meets many of the families of people who have directed ‘work experience’ placement at the centre, and chosen to use the centre as part of their support plan. is now a volunteer there, helping to run the coffee bar. identify areas in which you did well. Use this positive One day she was chatting to the son of one of the older In her reflective diary she writes: Welcoming feedback feedback to help you respond more constructively to the people using the centre and they ended up discussing negative feedback. ‘Really tired tonight. All day at work and then two hours You will need to be prepared to receive feedback on your the issue of teenage drug use and crime. Olesya was critical of the young people taking drugs until the man at the centre. Spent half an hour with a young girl who performance, It may be from your supervisor, your Exploring your values, interests was crying because her dad has threatened to kick her out. manager, your colleagues or the people you support. It she was talking to mentioned that his son was an addict. is not always easy to welcome it and to use it to and beliefs He explained how it had taken a hold on his son’s life, Helped her fill in some forms and arrange to see social improve your practice, but you will need to work hard Everyone has different values, beliefs and preferences. but he was trying to get better through a local drug services. All this is making me more aware, and I hope a until you can do just that. While it is best for feedback What you believe in, what you see as important and programme. Olesya felt embarrassed, and decided she better all-round support worker.’ to be given in a positive way, this does not mean that it what you see as acceptable or desirable is an essential needed to know more about the drugs issue. She got in 1. What benefits do you think will come from Olesya’s will be uncritical. Many people have considerable part of who you are. touch with the local drug programme and spoke to the self-directed training? difficulty in accepting criticism in any form, even where manager, explaining that she would like to learn more it is intended to be supportive and constructive. If you The way in which you respond to people is linked to 2. Who will benefit from her new experience? about the drug rehabilitation services available to young are aware that you are likely to have difficulty accepting what you believe in, what you consider important and 3. How can training help to overcome prejudice? criticism, try to prepare yourself to view feedback from what interests you. You may find you react positively to 8 9
    • Level 3 Health and Social Care Diploma Personal development Unit HSC 31 areas for development is during training opportunities. they may get together to discuss specific situations or Basically, this cycle means the following. On a course, or at a training day, aspects of your problems that have arisen for members of the team. Activity 7 • Concrete experience: something happens to you or practice and areas of knowledge that are new to you These are o en called Action Learning Sets and Formal and informal support you do something; it can be an unusual event or will be discussed, and this will o en open up avenues provide excellent opportunities to share issues and good networks something you do every day. that you had not previously considered. This is one of practice with colleagues in similar roles to you. In order • Reflective observation: you think about it. the major benefits of making the most of all the training to develop and improve your practice effectively, you 1. Identify the formal and informal support networks • Abstract conceptualisation: you work out some and education opportunities that are available to you. need to be sure that you are making maximum use of in your workplace. general rules about it, or you realise that it fits into all opportunities to gain support, advice and feedback. 2. Note down the ways in which you use the different a theory or pattern you already know about. types of network and how they support your • Active experimentation: next time the same development. situation occurs, you apply your rules or theories. 3. Think about an occasion when you have used a network to improve your practice. How did you This will make your experience different from the first feel about being supported by colleagues? How time, so you will have different factors to think about and different things to learn – and this means the cycle useful was it? If you can, makes some notes so that continues. You never stop learning. you can use the network again in the future. If you do not have access to a network, think about Imagine that you are working with a man who has a starting one. learning disability that means he does not speak. It is the first time you have met him and you are offering him a drink at lunchtime. You offer a glass of orange Are you getting the most out of training days? Learning squash by placing it in front of him. He immediately Do you have any informal networks to support you? When you have identified skills and knowledge you pushes the glass away with a facial expression that you would like to improve, the next step is to set about take to express disgust. Using informal networks learning. There are many theories about how people Key term Within Kolb’s learning cycle you have had a concrete Informal support networks are likely to consist of your learn, and being able to understand how you learn is experience. work colleagues. These can be major sources of support Action Learning Set - a group of between about four o en helpful to the process of learning. A useful theory and assistance. Part of the effectiveness of many teams and seven people, who meet regularly to support one is the Lewin/Kolb cycle of experiential learning, as in many workplaces is their ability to provide useful another in their learning in order to take purposeful shown in the following diagram. ideas for improving practice, and their provision of action on work issues. support when things go badly. Concrete Some staff teams provide a completely informal and experience ad-hoc support system, where people give advice, guidance and support as and when necessary. Other teams will organise this on a more regular basis, and Case study: Identifying opportunities to improve practice Active Reflective experimentation Palvinder is a support worker in a unit for young adults learned a great deal during the course itself, but he had observation with disabilities, run by a leading charity. He was aware also been given some handouts and been informed that his knowledge of disability legislation was not as about useful textbooks and websites. comprehensive as it ought to be. He felt uncertain about 1. How will Palvinder benefit personally from taking this answering some of the questions that the young people training? put to him. 2. How will the individuals Palvinder works with Palvinder raised this issue with his line manager, who benefit? Abstract immediately found that training days were provided by 3. Are you confident about your knowledge of conceptualisation the local authority that would help Palvinder to learn legislation relating to your own work? If not, what about the relevant legislation. Following his training days, steps are you taking to improve it? Kolb’s cycle. Palvinder felt far more confident, as not only had he 16 17