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TRANSCRIPT
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UNIT 2: WORKING WITH SERVICE
USERS IN CARE SETTINGS
(LEVEL 3)
Learning outcomes
By completing this unit candidates will explore how to form good relationships with service users
and how to value people as individuals. They will recognise how stereotyping affects individuals
and how their own prejudices can affect relationships. Candidates will demonstrate knowledge ofthe different forms of communication and the constraints on effective communication. They willdemonstrate skills in effective communication with a service user and recognise how to support
service users through interactions. They will be able to evaluate own skills during the interactionand identify areas for improvement.
Assessment objectives Knowledge, understanding and sk il ls
1 Describerelationships withservice users thatvalue them asindividuals
Different ways that people can be identified:
age
gender
appearance
place of residence
needs
Factors that contribute to establishing and maintaining goodrelationships:
respect
focusing on the individual
trust
confidentiality
effective communication providing choice
2 Recognise theeffects ofstereotyping and
What is meant by the terms stereotypingand prejudice
Knowing yourself and your prejudices:
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Assessment objectives Knowledge, understanding and sk il ls
2 Cont.
Recognise theeffects ofstereotyping andprejudice on serviceusers
verbal abuse, eg gossiping
racial abuse environmental abuse
3 Review the differentways ofcommunicating withservice users incare settings andtheir purpose
Different ways of communicating with service users:
verbal written
non-verbal, eg body language
computerised
specific aids to communication
Purpose:
to give information to obtain information
to exchange ideas
to obtain views
to give instructions
to receive instructions
to record actions
to record medical/social history
Factors that contribute to establishing effective communication:
skills
environment
social
emotional
physical, eg disabilities
4 Recognise theeffects of barriersand influences oncommunication
Barriers to communication:
environmental
social
inappropriate language
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Assessment objectives Knowledge, understanding and sk il ls
5 Plan an interaction
with a service userto establish andmaintain aneffectiverelationship
Plan in terms of:
aim objectives
factors that enhance effective interaction
factors that inhibit effective interaction
communication and language needs and preferences
physical, intellectual, social, and emotional needs
how to minimise constraints
timescales skills checklist
Stages of an interaction:
introduction
main contact
winding up the interaction, including reflection
Use of skills:
active listening
clarifying
summarising
paraphrasing
open questions
closed questions clarifying/confirming
empathy
body language
positioning
6 Interact with an
individual serviceuser to form aneffectiverelationship,evaluating theeffectiveness of thei t ti
One-to-one interaction:
to obtain information to give information
to exchange ideas/views
to reflect on past
provide active support
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Unit 2: Working with service users in care settings
Assessment
This unit is centre-assessed and externally moderated.
In order to achieve this unit candidates must produce a portfolio of evidence showing that they canmeet all the assessment objectives.
Portfolios of work must be produced independently. They will need to be made available, togetherwith witness statements and any other supporting documentation, to the OCR Visiting Moderatorwhen required.
Centres must confirm to OCR that the evidence produced by candidates is authentic. An OCRCentre Authentication Form is provided in the Centre Handbook and includes a declaration forassessors to sign. It is a requirement of the QCA Common Criteria for all Qualifications that proofof authentication is received.
Guidance on assessment and evidence requirements
An OCR model assignment is available for this unit and can be downloaded from our website:www.ocr.org.uk and can also be found in the Model Assignments folder on this CD Rom.
Examples of service users are older people in day care settings or residential homes, older people
living in sheltered accommodation, children in playgroups or nurseries, service users withdisabilities.
If candidates produce evidence in the context of children, the children must be between 0-8 years.Candidates need to be aware that care workers who work in childcare settings apply differentprinciples and values in their work. These are:
the welfare of the child is paramount
the needs, rights and views of the child are at the centre of all practice
promoting a safe and healthy environment
working in partnership with parents and families
encouraging childrens learning and development
valuing diversity
providing equal opportunities
fostering anti-discrimination
maintaining confidentiality
working with other professionals
being a reflective practitioner
Th l d i i l b d l l i i f d i l i l ti h th U it d
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Unit 2: Working with service users in care settings
Signposting to Key Skills
The unit contains opportunities for developing the Key Skill, and possibly for generating
portfolio evidence, if teaching and learning is focused on that aim.
Key Skillreference
Key Skillreference
Key Skillreference
C3.1a N3.1 ICT3.1
C3.1b N3.2a ICT3.2
C3.2 N3.2b ICT3.3
C3.3 N3.2c
N3.2d
N3.3
Mapping to National Occupational Standards
NOS/
NWC
Unit Knowledgespecification
HSC31HSC34
Promote effective communication for and about individualsPromote the well-being and protection of children and youngpeople
2, 3, 7-163-6
HSC35 Promote choice, well-being and the protection of all individuals 1-9, 11, 12
CCLD301 Develop and promote positive relationships
CS1
MH1
Communicate with children and young people, and those involved with their care
Promote effective communication and relationships with people who are troubled ordistressed
OP1 Communicate with older people and their carers
Resources
The following are suggestions of resources that could be useful when delivering the unit. They areneither prescriptive nor exhaustive, and candidates should be encouraged to gather informationfrom a variety of sources.
Books
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Nazarko, L. (2007)
NelsonJones, R.(2006)
Minett, P. (2005)
Stretch, B. (2007)
Thompson, N (2003)
Thompson, N. (2002)
NVQs in Nursing and Residential HomesBlackwell Science (UK)
Human Relationship SkillsRoutledge
Child Care and DevelopmentHodder Arnold
Core Themes in Health and Social CareHeinemann
Communication and Language: A Handbook of Theory and practicePalgrave Macmillian
People SkillsPalgrave Macmillian
Organisations
If the communication is based on a setting for children and young people the information given bythe following organisations would be relevant:
The Childrens Workforce Development Council www.cwdcouncil.org.uk
Every Child Matters www.ecm.gov.uk
Learners also need to be aware of:
The Children Act 2004
Common Assessment Framework 2006
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Skills For Justice Sector Skills Council: www.skillsforjustice.com
The Guardian: www.society.guardian.co.uk
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Unit 2: Working with service users in care settings
OCR Level 3 Nationals in Health, Social Care and Early Years 11
AO Pass Merit Distinction
Candidates demonstrate that they can relatepositively to the service user during their one-to-oneinteraction and that they can maintain a basic level
of conversation with them. The interaction lasts forten minutes and a variety of skills are demonstratedat a basic level. The evaluation of the effectivenessof the interaction is at a basic level but includes allaspects of evaluation within Assessment Objective6. There is limited evidence of analysis but there isrealistic but basic suggestions for improvements. Askills checklist is provided.
Candidates demonstrate that they can relatepositively to the service user and engage the serviceuser in an interesting and purposeful conversation.
They demonstrate competence, using a variety ofskills, to show understanding of key conceptsrelating to effective communication. The interactionlasts for ten minutes and a range of skills is usedconfidently. The evaluation of the effectiveness ofthe interaction shows a sound level ofunderstanding and includes all aspects of evaluationwithin Assessment Objective 6. Realistic anddetailed suggestions for improvements are given
that reflect thoughtful observations. A skillschecklist is provided.
Candidates demonstrate that they can relate to theservice user and engage them in purposeful,interesting and meaningful conversation. They
demonstrate competence, confidently interactingwith the service user and using a wide range ofcomplex skills. They show a high level ofunderstanding of the key concepts relating toeffective communication, being able to apply theseindependently. The interaction lasts for ten minutes,with candidates having established an effectiverelationship with the service user. The evaluation ofthe effectiveness of the interaction shows a high
level of understanding and includes all aspects ofevaluation with Assessment Objective 6.Candidates make reasoned judgements and morethan one perspective is used to support thejudgements made. The suggestions made forimprovements are realistic, based on thoughtfulobservations and are supported by reasonedjudgements. A skills checklist is provided.
6
Achievement of Assessment Objective 6 must be supported by an observation sheet/witness statement or other appropriate evidence.