Page 2 - Structure of the Course

Contents

Page 2 - Structure of the Course

Page 3 - Referencing

Promoting Quality Care

Page 4 - Overview

Page 5 - Playing the Exam Game – Past Test Questions and Answers

Page 13 – Revision Schedule

Communication

Page 15 - Overview

Page 16 - AO1

Page 17 – AO2

Page 18 – AO3

Page 19 – AO4

Health Promotion

Page 20 –Overview

Page 21 – AO1

Page 22 – AO2

Page 23 – AO3

Page 24 – AO4

General

Page 26 – Glossary

Page 30 – Mark Schemes

Page 39 – Keeping Track – Record Your Results Here!

Page 40 – Coursework tick list

Structure of the Course

You will complete three modules during the AS course. They are:

• Promoting quality care.
• Promoting good health.
• Communication.

Each module is given equal weighting (33% each). The promoting quality care module is exam assessed; the others are assessed through coursework.

Coursework Structure

You will need to produce a portfolio for each coursework module (one for communication; one for health promotion). Each portfolio is broken down into four sections, or AOs. The focus of each AO is:

• AO1 – General.
• AO2 – Applied to a particular setting.
• AO3 – Research.
• AO4 – Practical and evaluation.

Coursework Guidelines

Coursework is important – it makes up a huge proportion of your end of year marks. It is therefore important to stick to deadlines and make sure you do the work you are asked to as you go along. You must also:

• Put page numbers on your coursework.
• Type coursework.
• Back up all of your work – do not rely on a USB stick/ single computer.
• Spell check your work before the hand in.

You can alter coursework after it has been marked, but:

• You will only be able to submit a limited number of times.
• You will be given a final deadline for the year. After this point we will have to submit work to the exam board, so you may not submit after this date.

Your teacher will agree a deadline with you for each piece. If you do not hand it in on time a letter will be sent home!

Referencing

• You will be given marks for referencing in the AO3 sections. 3 marks are available for each AO3 – this may not seem like a large amount but this is 30% of the marks for this section. They are also easy marks to get.
• Do not copy large chunks of text – you get no marks for it – the examiner wants to know your opinion, not the sources! You can put in quotes, but make sure you use this to make a point or develop the idea in your own words and don’t forget to reference it.
• You need to use a range of sources i.e. books and the internet.
• You can not list a search engine e.g. Google – you must say which page you used and the date you accessed it.
• Insert references into the text as you go along. You can do this by using numbers, authors or a mixture of the two.
• Include a bibliography listing all of the sources you use.
• For books, list the author, title and date of publishing.

Using references in the text:

Clements (1) states that communication is vital in a care setting. This is because we use it to perform a variety of tasks. Strutton (2) suggests that written communication can be used to write letters, but it can also be used to create timetables for employees (3) and leaflets to explain treatments to patients (4).

The bibliography for this section should look like:

1. Clements, M. (2007) The Art of Teaching Science
2. Strutton, A (2006) I’m a Chemist and That’s OK!
3. - accessed on 5/2/08
4. – accessed on 8/06/08

Promoting Quality Care

This unit is exam assessed.

In this unit we will cover:

• Attitudes and prejudices.
• Rights and responsibilities of services users and providers.
• Facilitation of access to services.
• Care values.
• Safe working.

A web site which is useful for revision is

The next few pages contain past exam questions and the answers to them. Remember that you will not be asked to recite long lists, just two or three points from each.

Questions on the laws are not included. However, you will almost always be asked the following about one of the acts we have covered.

• 8 marks – Outline the key features of _____ Act – you will need to describe two or three things which are included in the act.
• 12 marks - Evaluate the effectiveness of ______Act – you will need to give two strengths and two weaknesses of the act (in detail), before drawing your conclusion.

Playing the Exam Game

Policies

Identify the five main components of a policy.

• Policy statement
• Implementation plan
• A section on how the policy will be monitored
• Evaluation of the policy
• Targets to improve further performance

Explain the purpose of a confidentiality policy for service users and providers.

Service users:

• Feel they can trust staff.
• Empowered.
• Follows care values – better care.
• System of redress.
• Creates a better atmosphere.
• Keeps information secure.
• Service users feel secure and confident.
• Know what to expect.

Care workers:

• Staff know their boundaries.
• Protects them in cases of redress.
• Know how to behave/ what is expected of them/ guidance.
• Improves standards of care.

How can an organisation ensure a policy is implemented?

• Commitment from senior managers and staff to take responsibility for implementation.
• A named person to oversee and be responsible for the policy.
• Training staff on the policy so they are aware of implications.
• Meetings to ensure policy is communicated.

How can a policy be monitored?

• Collect statistical data.
• Feedback from service users and providers e.g. comment box, questionnaires.
• Staff training to give feedback and concerns.
• Inspection to see how things are working/ look for problems.
• Staff/ peer observation schemes to see how staff are using the policy/ how it is working.
• Meetings to discuss concerns and raise issues.
• Appraisal to review and target performance.

Care Values

What are the three care values?

• Promoting the equality and diversity of service users.
• Promoting individual rights and beliefs.
• Maintaining confidentiality.

How can the care values be maintained?

• Meeting mobility/ individual needs.
• Maintaining privacy.
• Giving choice to clients e.g. diet, dress, activities.
• Non-discriminatory practice.
• Keep files safe.
• Need to know basis.

What is the effect of care values not being adhered to?

• Angry.
• Withdrawn/ isolated.
• Disempowered.
• Loss of trust.
• Humiliated/ embarrassed.
• Won’t ask for help.
• Dislike the care worker/ care home.
• Low self-esteem/ self worth.
• Low self confidence.
• Devalued.
• Scared/ afraid.

How can an organisation support its staff to help promote quality care?

• Provide trainingfor staff on policy/legislation/care values so they follow correct procedures

• Mentoring system to help staff and give them advice/support
• Monitor/inspect/observetheir staff’s performance so they can reflect and improve
• Provide appropriate resources/equipmentso they can do the job correctly
• Staff meetingsto share concerns/ communicate service users needs/ share good practice
• Good handover procedures ensure consistent care/ good standards
• Provide policies/CoP/Charterto provide guidance
• Staff appraisalsto identify development needs.

What rights does a service user have?

• Confidentiality
• Privacy
• Choice
• Respect
• Dignity
• Safety
• Treated as an individual
• Speech/expression
• Quality care
• Equality/equal opportunities
• Non-discriminatory practice
• Accept the three care values
• Right to complain

Early Years Care Values

Identify four early year care values (see below).

Explain, using examples, ways in which care values are applied in early years settings.

• Making the welfare of the child paramount – having a child centered approach
• Keeping the children safe and maintaining a healthy environment – safety procedure/ID/locked gates
• Working in partnership with parents/families – involving parents and families, inviting them in, parents evening, daily book to take home
• Making sure children are offered a range of experiences/ choices and activities that support all aspects of their development - a well planned
• curriculum, adhering to policies, ensure all areas/resources are fully accessible
• Valuing diversity – displays/toys/resources reflect equal opportunities – celebrate festivals – different foods
• Equality of opportunity and anti-discriminatory practice – training, good practice, being strong/positive role models – challenging discriminatory behavior.
• Maintaining confidentiality – need to know basis, have information about children kept in a secure place
• Working with others – working with other agencies that support children
• Reflective practitioners – staff training, feedback, staff meetings to share ideas and reflect on how things have been

Discrimination

Identify possible effects of discrimination in service users.

• Angry
• Upset/unhappy/sad/hurt
• Left out/excluded/lonely
• Withdrawn/isolated
• Low self-esteem/self-worth/inadequate
• Humiliated
• Embarrassed/ashamed
• Frustrated
• Low self-confidence

Explain the benefits of an equal opportunities policy to service users and providers.

Service Users:

• Helps to prevent discrimination
• Ensures that they are treated fairly/with inequality (not equally or the same)
• Promotes opportunity/quality care
• Develops self-esteem/self-worth/self-confidence/feels respected
• Helps them feel safe and secure
• System of redress/know how to complain

Service Providers:

• Helps them do their job effectively
• Guides them about good practice/legal requirements
• Helps to protect them from accusations/or discrimination
• Helps them promote quality care
• Ensures that they are all working to the same high standards/same goals
• System of redress/know how to complain

Identify and explain three possible problems when implementing the disability discrimination act.

• Cost - putting in new facilities/equipment
• Attitudes - getting people to change and want to be more pro active
• Lack of awareness - not knowing/having the capabilities/training to implement the Act
• Access difficulties - old trains/ equipment needed in old buildings.
• Time - length of time needed to implement plus implementation dates in the Act
• Relatively new law – less precedents/case law
• Staffing issues – lack of trained workers

How can an organisation ensure that advertising and staff selection procedures promote equal opportunities?

Staff selection

• Non-discriminatory questions
• Same questions to all
• No personal questions
• Mixed panel
• Accessible time and place
• Analyse monitoring forms
• Select candidate on merit

Advertising

• Advertise in a wide range of areas/publications
• Use an eop logo
• Non-discriminatory language in the advert
• A range of formats available
• Follow recommendations from policies/CoP
• Consult relevant commissions/legislation

How could someone seek redress if they feel that they have been discriminated against?

• UK legislation/policies
• Equal Opportunities Commission
• Commission for Racial Equality
• Disability Rights Commission
• County court/High court
• Employment tribunal
• European court of human rights
• Citizens Advice Bureau/Solicitor
• complaints procedure of organisation/complaints box
• contact manager/supervisor

Explain how an early years setting could ensure its resources and environment promote gender equality.

Resources:

• Dolls/games/jigsaws/toys, etc
• Books/videos/DVDs/CD-Rom, etc
• Dressing up clothes reflect equal opportunities for men and women (examples may be given)
• Staff should be both sexes
• Curriculum – ensure boys and girls have access to the same subjects/sports/play opportunities.

Environment:

• Colours are not stereotypically matched to gender
• Displays should reflect equal opportunities
• Men and women should share jobs - men not be doing lifting, women cleaning
• Positive language used in the setting

Socialisation

Explain how the socialisation process within the family can influence a child’s attitudes towards gender roles.

• watching parent(s) doing jobs/chores if these are stereotypical children will imitate.
• the types of toys parents buy could influence a child’s gender e.g. dolls for girls and cars for boys
• expectations that parents have of children e.g. harder on girls if they fight/get dirty.
• language - the type they use e.g. good/sweet girl/strong/brave boy
• dress - different ideas about clothes depending on how they are dressed by their parents.
• media – choice of TV allowed to watch, books to read
• clubs/societies/activities – leisure, supported by parents
• parental values/discriminatory attitude often maintained by children

Identify three agencies of socialisation and describe how each could influence a person’s attitudes.

• Media through watching/copying/role models
• Education copy teachers, conformity, curriculum/
• stereotyped
• Peers imitate, feel need to conform share/learn ideas
• from them
• Workplace hearing other people/learning attitudes ideas
• Religion learn moral values

Barriers

Identify possible effects of social exclusion on service users:

• isolation/lonely
• depression
• withdrawn
• poor health/illness
• poverty
• family breakdown
• unemployment/poor job prospects
• disempowered
• low self-esteem
• low self-confidence
• homeless/poor housing
• devalued

Explain barriers facing some ethnic minority groups when applying for jobs.

• Psychological – fear of racism and the stigma people may have/ people may reject them purely on their name/appearance
• Language/communication barriers – English may not be their first language or they may have difficulties writing English for job applications/CV
• Cultural barriers – values and beliefs may be different and
• cause employers to not employ minority groups.
• Geographical/location barriers – jobs may not be advertised in certain areas in a deliberate attempt to exclude certain minority groups
• Financial – example related to applying for jobs
• Physical – example related to applying for jobs e.g. height requirements

Identify and explain three possible barriers service users may face when accessing care services and give an example for each:

• Physical barriers - lack of facilities, adaptations for access
• Psychological barriers - fear, stigma, mental health problems
• Financial barriers - charges and fees, lack of funding/cost of treatment.
• Language - English as a second language
• Cultural barriers – values and beliefs
• Location/geographical barriers - rural/urban, lack of transport, ‘postcode lottery’

How can service providers facilitate access to their services?

• Adaptation of premises and facilities to improve access for disabled
• Provide transport/volunteer drivers because of financial/ rural location reasons
• Campaigns to raise awareness and change attitudes
• Promotion of self-advocacy to give individuals a ‘voice’
• Funding – identifying additional sources
• Joint planning and funding between services to increase efficiency/ensure better coverage
• Leaflets/information in a variety of languages/formats so that it’s accessible by all
• Translators to break down language barriers
• Range of staff (e.g. genders, religions, cultures)
• Outreach services available, e.g. home visits
• Flexible opening times to allow workers access

Revision Schedule

• Physical
• Psychological
• Financial
• Geographical/location
• Cultural
• Language

Communication

In this unit you will cover:

• Types of communication.
• Factors that support and inhibit communication.
• Communication skills.
• Theories relating to communication.
• Interaction with the service user (s)/ care workers (s)

AO1

Worth: 15 marks.

What Do I Do?

Research the different types of communication used in care settings. Describe the purpose of each type of communication – what it is used for and why it is important? Explain how each type of communication could support and value service users by promoting the care values (don’t go into too much depth – you will do this in your AO2). You must includeexamples of:

• oral communication
• written communication
• computerised communication
• special methods

Assess ways communication can be improved and inhibited by a range of differentfactors. You must include examples of:

• positioning
• emotion
• environmental condition
• special needs

Mark Scheme Extract (Top Band)