1. The Coleshill School
Learning & Achieving Together
BTEC Extended Diploma in Health & Social Care
Unit 1 – Developing Effective Communication
Assignment Title: Effective Communication within a
Health and Social Care environment
Teacher: Mrs Roe
Email: roe.l@thecoleshillschool.org
You will also need to:
Word process your work
Include your name, PIN and page numbers in a footer
Use Harvard Referencing System in your work including a reference list
Provide evidence of wider research by using various sources, e.g. websites,
journals, text books
1.5 line space
Use 12pt font size (Arial or Comic Sans)
Please bring this Assignment Brief with you to every lesson
2. Launch date: 8th September 2015
Submission date: 30th September 2015
You are a manager of Holly Fields Day Centre and have decided to produce a
booklet explaining the importance of effective communication and interpersonal
interaction. The booklet will be used to inform staff and visitors of the different forms
of communication used and variety of needs within the centre.
Task One
Produce a booklet to explain the role of effective communication and
interpersonal interaction in a health and social care context. (P1)
In your booklet, you need to outline the many forms of communication.
Please ensure you include a range of examples e.g. text messaging, written, oral,
signing, symbols, touch, music and drama, objects of reference, arts and crafts,
technology. In addition, include verbal (types of speech, language (first language,
dialect, slang, jargon); and non-verbal interpersonal interaction (posture, facial
expression, touch, silence, proximity, reflective listening).
You will need to make sure that your booklet informs visitors and staff about the
different contexts in which communication takes place, such as one-to-one; groups,
e.g. formal, informal, between colleagues, between professionals and people using
services, communication with professionals, multi-agency working, multi-professional
working.
When discussing communication and language needs and preferences include the
individual’s preferred method of communication, e.g. Language, British Sign
Language, Makaton, Braille, the use of signs, symbols, pictures and writing; objects
of reference, finger spelling, communication passports, human and technological
aids to communication, variation between cultures. (P1)
3. Task Two
Add an additional section to your booklet this time discuss theories of communication.
(P2)
Include detailed examples and reflect on how the stages of the communication cycle, and
Tuckman’s stages of group interaction could be used to improve the interaction.
You will need to assess the role of effective communication and interpersonal
interaction in health and social care with reference to theories of communication.
(M1)
Grading Tip:
When discussing theories of communication ensure you include Argyle’s stages of
communication cycle (ideas occur, message coded, message sent, message received,
message decoded, message understood). You will also need to include Tuckman’s stages
of group interaction (forming, storming, norming, performing).
4. Launch date: 5th
October 2015
Submission date: 21st
October 2015
Task Three
Vocational Context:
You are observing a multi-disciplinary team (MDT) meeting, whereby Mrs Singh is due to be
discharged home following major bowel surgery. Present at the meeting are Mrs Singh and
her husband, the ward nurse, the district nurse, the social worker, the Doctor, a
Physiotherapist, a Dietician and an Occupational Therapist.
The meeting is aimed at organising a discharge package for Mrs Singh. The meeting is held
in the ward day room at lunchtime. The MDT are all seated around the table on high chairs
whilst Mrs Singh and her husband are sitting in lower ‘patient’ chairs. Mrs Singh and her
husband speak minimal English. There is a lot of background noise from the ward and the
light is flickering.
The ward nurse begins the meeting and has to raise her voice to be heard over the
environmental noise. She appears to be rather aggressive. The MDT begin to discuss Mrs
Singh, using a lot of medical terminology. As the discussion progresses the conversation
begins to speed up as time is very limited and the doctor needs to leave very shortly. During
the discussion she appears to be not very interested.
You notice that Mrs Singh and her husband look slightly bewildered and are nodding their
heads intermittently. Eventually the MDT agrees on the care package that they deem to be
appropriate and ask Mrs Singh and her husband to agree to it. They thank the team and
leave looking extremely confused.
5. Produce a written account of the above case study and explain the factors that may
influence communication and interpersonal interactions in health and social care
environments. (P3)
Provide a chart that explains the strategies used in health and social care environments
to overcome barriers to effective communication and interpersonal interactions. (P4)
For example, your chart could look like this:
Barrier to communication and
Interpersonal interaction.
Strategies used to overcome barriers
Sensory Impairment:
Short-sightedness
Deafness
Spectacles, magnifier,
British Sign Language
Include a written review of the strategies used in health and social care environments to
overcome barriers to effective communication and interpersonal interactions. (M2)
Add a written evaluation of the strategies used in health and social care environments
to overcome barriers to effective communication and interpersonal interactions. (D1)
Grading Tip
You must include positive and negative factors which influence communication and
provide a clear explanation of how each factor, including environmental and personal
factors, may influence the outcome of the interaction for each party.
P3 Use the following key words: Environment factors, e.g. setting, noise, seating, lighting,
space, time Barriers: factors, e.g. type of communication (difficult, complex, sensitive),
language needs/preferences, sensory impairment, disability, personality, self-esteem,
anxiety, depression, aggression, submissiveness, assumptions, value and belief systems,
jargon, cultural variations, use and abuse of power, effects of alcohol/drugs.
P4 Use the following key words: Communication and interpersonal interaction: possible
strategies, e.g. staff training, assessment of need, using preferred method, promoting rights,
confidentiality, defusing aggression, assertiveness, appropriate verbal/nonverbal
communication, building relationships, appropriate environment, attitude, confidence. Aids
to communication: human (advocates, interpreters, translators, signers, mentors,
befrienders), technological aids (hearing aids, text phones, minicom, voice activated
software, relay systems, look systems.
M2 and D1 include strategies that are used to breakdown more common barriers but
also those caused by more challenging and complex situations professionals working
within health and social care environments face, for example, communication
affected by mental health problems, drugs or alcohol or dementia
6. Task Four
Launch date: 2nd
November 2015
Submission date: 2nd
December 2015
Whilst at placement you will need to:
Participate in a one-to-one and a group interaction in health and social care context.
(P5) and (P6)
Create your own grading sheet and assess your communication and interpersonal skills
in relation to each interaction. (M3)
Provide a written evaluation of the factors that influenced the effectiveness of each
interaction. (D2)
Grading Tip
To do this effectively, you will need to provide the following for each interaction:
A brief outline of your placement and an outline of service users and their needs.
A record of the interpersonal interaction that took place. This will be a transcript recording
verbal and non-verbal communication.
Evidence from your placement supervisor witnessing that this took place (P5 and P6)
Complete the grading sheet to assess your communication skills in relation to each
interaction (verbal and non-verbal). (M3)
Provide a summative account to justify the grade given. Refer to your written transcript.
(D2)
Use the following key words:
Contexts; one-to-one; groups; with people using services; with professionals/colleagues
Communication sills: verbal and non-verbal, e.g. listening and responding, tone, pace,
language, appropriate environment, proximity, clarifying or repeating, questioning,
responding to difficult situations, defusing anger.
Effectiveness: group and one-to-one situations, e.g. awareness of needs and preferences,
interpersonal skills, attitudes, overcoming barriers, adjusting interactions, assertiveness.
