Cambridge Nationals Health and Social Care Revision Guide Issuu Sample

CAMBRIDGE NATIONAL LEVEL 1 / LEVEL 2

Health and Social Care

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Revision Guide and Workbook

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Rebecca Baker

Digital Access Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONAL LEVEL 1 / LEVEL 2

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Health and Social Care Revision Guide and Workbook

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R

A

Rebecca Baker

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

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It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. www.cambridge.org Information on this title: www.cambridge.org/9781009159319 © Cambridge University Press 2022 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press.

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First published 2022

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A catalogue record for this publication is available from the British Library

ISBN 978-1-009-15931-9 Paperback with Digital Access (1 Year) ISBN 978-1-009-15929-6 Digital Revision Guide and Workbook (2 Years) ISBN 978-1-009-15932-6 Digital Revision Guide and Workbook (1 Year Site License)

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Additional resources for this publication at www.cambridge.org/9781009159319

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Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Contents Preparing for the exam Your Revision Guide and Workbook

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Planning your revision

5

Revision techniques

7

Getting ready for the exam

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What to expect in the exam

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Revision checklist

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Unit R032: Principles of care in health and social care settings Revision Guide The rights of service users in health and social care settings

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TA2:

Person-centred values

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TA3:

Effective communication in health and social care settings

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TA4:

rotecting service users and service providers in health and P social care settings

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TA1:

Workbook

The rights of service users in health and social care settings

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TA2:

Person-centred values

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TA3:

Effective communication in health and social care settings

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TA4:

rotecting service users and service providers in health and P social care settings

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TA1:

Glossary

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Command words

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Key terms

Answers

Answers to ‘Practise it!’ activities

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Answers to Workbook questions

116

Best Practice: How to hand wash step by step images

3 Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Preparing for the exam Your Revision Guide and Workbook This Revision Guide will support you in preparing for the exam for Unit R032 Principles of care in health and social care settings. This is the externally assessed unit of your course.

The Revision Guide contains two types of pages as shown below: •

content pages which help you revise the content you need to know

•

workbook pages with practice exam-style questions to help you prepare for your exam.

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Use these page references to move easily between the linked Revision Guide and Workbook pages.

What you need to know summarises key things you need to know for the topic.

the key points you need to remember.

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Revision summary

Activities

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Activities to help you revise topics, test your knowledge and practise questions.

Workbook pages match the Revision Guide pages.

Practice short- and longanswer questions to help you prepare for the exam.

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Write your answers in the spaces provided.

Some answers have been started for you.

Preparing for the exam

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Planning your revision Countdown to the exam Revision checklists are a good way for you to plan and structure your revision.

They also allow you to make sure you have covered everything you need to cover:

Revision planner checklist Time before Things to do the exam

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Use the revision checklist on page 16 to work out which topics you need to cover.

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Use the topic area headings and bullets to organise your notes and to make sure you’ve covered everything in the specification.

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Don’t do too much in one day – a couple of hours of good quality work in a day is better than time spent cramming.

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Work out which of the areas you still find difficult and plan when you’ll cover them.

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You may be able to discuss tricky topics with your teacher or class colleagues.

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As you feel you’ve got to grips with some of the knowledge, you can ‘tick off’ the parts that have been worrying you.

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Draw up a revision timetable so that you know how much time you have to get through everything.

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4–6 weeks

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6–8 weeks

Make the most of the revision sessions you’re offered in class.

Don’t skip them!

1 week

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Make a daily plan to revise those few topics you’re not happy with and look back at your revision cards (see page 7) if you’ve made some.

Day before

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Try not to cram today – get some exercise and relax in the afternoon.

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Make sure you know what time and where the exam is and put all your things out (pencils, pens, calculator, bus pass, water) ready for the next day.

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Get a good night’s sleep!

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•

Revise it!

Using the example above, create your own revision checklist. Identify areas that you are not so confident about and think of ways to tackle these.

Preparing for the exam

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Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Revision tips

Plan your revision

Choose the methods Make a list of all the key that work for you dates from when you For example: • use highlighters for key words and phrases

start your revision up to the exam date.

• make note cards

Plan to space your revision out so that you don’t do everything at once!

Tea breaks Plan regular breaks in your revision. Go for a short walk or get some fresh air. It will make you more focused when you do revise!

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• use mnemonics (the first letter of words): for example, ‘CCCPE’ stands for choice, confidentiality, consultation, protection from harm and abuse, equal and fair treatment.

Don’t cram!

Identify your strengths and weaknesses

Questions can be asked about any area of the specification. It is easier to answer a question if you have revised everything.

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Complete the ‘Revision checklist’ at the end of each chapter and identify areas that you feel less confident about. Allow additional time to revise these areas.

Lear n ever ythi ng!

Stay healthy!

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Exercise, fresh air, good food and staying hydrated all help your revision.

Att end revi sion clas ses !

Don’t skip revision classes – it can really help to revise with your friends as well as by yourself.

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Practis e!

Practising exam-style questions will help you get to grips with the question types, time pressure and format of the exam.

Use mind maps!

Mind maps are great for connecting ideas and memorising information more easily and quickly.

Variety is the spice of life!

Mix up your revision methods. Watch videos and listen to podcasts as well as making notes and mind maps.

Preparing for the exam

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Revision techniques Flash cards/revision cards These are useful for summarising content, key word definitions and important facts.

Use colours to make certain things stand out – for example, you could use different colours for advantages and disadvantages or for key words. You can test yourself using the revision cards.

Mind maps

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These are a really useful visual summary of information and you can put them on the wall.

They allow you to show links between ideas and concepts. You can start by adding the topic to the centre of the diagram and then add the sub-topics around that and a summary of the information.

Written

Verbal

Skills

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• Adapt to meet needs • Clear and easy to understand • Reason clear to both writer and reader • Correct grammar, appropriate tone and inoffensive language • Concise, to the point • Free from mistakes Types

Non-verbal

Effective communication skills

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• Care plan • Email • Records • Website • Policies / procedures • Risk assessment

• Clarity • Empathy • Pace • Tone • Patience • Volume • Appropriate vocabulary • Willingness

Active listening

Specialist

Hello

• Eye contact • Facial expressions • Gestures • Body language • Sense of humour • Positioning

Hola

• Advocate • Braille • British Sign Language (BSL) • Interpreters • Makaton • Voice-activated software

• Open, relaxed posture • Eye contact • Nodding in agreement • Showing empathy • Clarifying • Summarising to show understanding

Revise it!

Create a mind map activity for a topic of your choice.

Preparing for the exam

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Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Highlighting Making notes and highlighting key areas to go back to is a good way of working out what you know and don’t know. You can then use these notes as you come to your final revision.

You can use different colours to highlight different factors or different types of information.

For example, when revising the types of care settings you may choose to identify health care in blue and social care in yellow.

Summaries On the revision pages of this book, you’ll find summaries of key ideas and themes.

Use these to help you summarise the key points you’ll need to remember to answer questions on those topics. For example, you need to know the five rights of individuals in TA1. You can make a summary of these yourself – and if you think through these points in the exam, you are more likely to remember them.

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Mnemonics A mnemonic is another useful way of remembering key facts by using the first letter of each of the parts to make up a memorable phrase. For example, ‘CCCPE’ is a good way of remembering the five rights of individuals; choice, confidentiality, consultation, protection from harm and abuse, equal and fair treatment.

Quizzes

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Everyone enjoys quizzes and creating and sharing quizzes with your friends and class is a great way to remember facts and concepts. You could suggest to your teacher that in pairs you create a quiz of ten questions and each week go through them together – swapping answers. It’s also a good way for you to check your knowledge. Make a note of the areas where you really didn’t know the answer and add these to your revision list.

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Practice questions

Doing past papers and practice exam questions is an essential part of your revision.

It prepares you for answering different types of exam questions and allows you to become familiar with the wording of the questions used by OCR.

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You should also use the mark scheme. This will help you understand how to get full marks for each question.

It is helpful to highlight key words in exam questions so you’re clear what the question is asking before you answer it.

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Preparing for the exam

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Getting ready for the exam

In the exam

Keep hydrated but don’t drink too much It’s important that you stay hydrated but don’t overdo it or else you’ll be running to the toilet. Exams can make you a bit nervous too which means you might need to go to the toilet a bit more frequently.

Water is best.

Get plenty of sleep Make sure you get a good night’s sleep the night before the exam.

Don’t stay up late cramming as you need time to switch off and relax before going to bed.

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Give yourself time to complete the whole paper, and check through it for mistakes. Most importantly, try to stay calm and relaxed – remember, this is your time to show off what you know!

Eat a good, healthy meal Have a good, healthy meal that you enjoy the night before the exam and a filling breakfast on the day of the exam to give you a boost ready for your exam.

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Getting ready for the exam

Make sure you have all the things you need

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Get everything ready the night before – including all writing equipment, a calculator if you need one (and are allowed one), a water bottle, tissues if you have a cold or runny nose, and any identification you might need (candidate number if you have been given one).

Arrive in plenty of time Know when and where the exam is. Get there at least 15 minutes before it starts. If your exam is in an unfamiliar part of the school and away from where you normally study, you might have to leave home a bit earlier. Don’t be distracted on the way!

Preparing for the exam

Set your alarm If your exam is in the morning, set an alarm or two so you have plenty of time to get to the exam. If you’re still worried about oversleeping, ask a friend or someone in your family to make sure you’re up.

Don’t be tempted to do too much cramming Too much last-minute cramming can scramble your brain! You may find that being relaxed will help you recall the facts you need rather than attempting last-minute cramming, but you may also want to revise the key facts before setting off for the exam.

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Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

What to expect in the exam As part of your qualification for Cambridge Nationals Level 1/2 Health and Social Care you will be taking an exam that is worth 40 percent of your marks. So it’s important that from the beginning you start to think about the exam and the skills you’ll need to get the best possible grade. Answering exam questions is a skill. Like any other skill, it can be learnt, practised and improved.

Below is an outline of what to expect in the exam, the types of questions and what the paper looks like. You need to answer all the questions.

Types of questions to expect in the exam Exam questions can be asked about any area of the specification, which means that you have to learn everything!

The exam paper will contain two types of question.

Description

Short- and medium-answer question

• Usually require a one-word answer or a simple sentence • Worth 1–4 marks

Extended response question

• Open response question where you are expected to do a piece of extended writing • Worth 5–8 marks • These questions allow you to be assessed on the quality of your written communication

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Question type

Understanding the language of the exam

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The command word is the key term that tells you how to answer the question. It is essential to know what the different command words mean and what they are asking you to do. It is easy to confuse the words and provide too much information, not enough information or the wrong information. The tables below will help you understand what each command word is asking you to do.

Command words that ask you to get creative OCR definition

How you should approach it

Create

• Produce a visual solution to a problem (for example: a mind map, flow chart or visualisation).

Show your answer in a visual way. You might want to use a mind map, flow chart or a diagram.

Think about what is the best way to show the required information.

Draw

• Produce a picture or diagram.

Create a picture/diagram to show the relevant information.

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Command word

Command words that ask you to do your maths Command word

OCR definition

How you should approach it

Calculate

• Get a numerical answer showing how it has been worked out.

Do your maths. Give the final answer but make sure you show how you got there.

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Preparing for the exam

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Command words that ask you to choose the correct answer Command word

OCR definition

How you should approach it

Choose

• Select an answer from options given.

Pick the option that you think is correct.

Circle

• Select an answer from options given.

Draw a circle around the right answer.

Identify

• Select an answer from options given.

• Recognise, name or provide factors or features.

Either choose the correct answer from those given or write the name, factors or features that are asked for.

Command words that ask you to add to something OCR definition

How you should approach it

Annotate

• Add information, for example, to a table, diagram or graph until it is final.

• Add all the needed or appropriate parts.

Add short notes to the table/diagram/graph to say what each part is.

Complete

• Add all the needed or appropriate parts.

• Add information, for example, to a table, diagram or graph until it is final.

Add the information that is missing. Often you will need to give just one word as an answer but sometimes you may need to write more.

You may need to finish drawing a diagram or graph.

Fill in

• Add all the needed or appropriate parts.

• Add information, for example, to a table, diagram or graph until it is final.

Add the information that is missing. Often you will need to give just one word as an answer but sometimes you may need to write more.

Label

• Add information, for example, to a table, diagram or graph until it is final.

• Add all the necessary or appropriate parts.

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Command word

This often refers to a diagram or a picture.

Add words or short phrases to say what each part is. You could add arrows next to your label that point to the right part of the diagram/graph.

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Command words that ask you to give the main points OCR definition

How you should approach it

Outline

• Give a short account, summary or description.

Write about the main points. Don’t write lots of detailed information.

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Command word

State

• Give factors or features.

• Give short, factual answers.

Give a short answer that names factors or features of something. Sometimes you will be asked to give a certain number of factors/features.

Command words that ask you to be factual Command word

OCR definition

How you should approach it

Describe

• Give an account including all the relevant characteristics, qualities or events.

• Give a detailed account of something.

This is the ‘what’. Write about what something is.

Explain

• Give reasons for and/or causes of.

• Use the words ‘because’ or ‘therefore’ in answers.

This is the ‘how’ and the ‘why’. Write about how something happens or works and why it does.

Preparing for the exam

11

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Command words that ask you to give an opinion OCR definition

How you should approach it

Analyse

• Separate or break down information into parts and identify its characteristics or elements.

• Explain the pros and cons of a topic or argument and make reasoned comments.

• Explain the impacts of actions using a logical chain of reasoning.

This term wants you to write about the details.

Write about each part in turn, giving key information and saying what is good or bad about it.

Compare and contrast

• Give an account of the similarities and differences between two or more items or situations.

‘Compare’ means to say what is the same about two (or more) things. ‘Contrast’ means to say what is different about two (or more) things.

Discuss

• Present, analyse and evaluate relevant points (for example, for/against an argument).

Write about something in detail, including its strengths and weaknesses. Say what you think about each side of the argument. You don’t need to take a side.

Evaluate

• Make a reasoned qualitative judgement considering different factors and using available knowledge/experience.

Write down the arguments for and against something. Then give your opinion about which is the strongest argument.

Justify

• Give good reasons for offering an opinion Write what you think would be the best option or reaching a conclusion. and say why you think this. Give evidence to support your answer.

Practise it!

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Command word

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Now go to wwww.cambridge.org/go and complete the practice questions on understanding the exam command words.

Common exam mistakes

Why it matters!

Solutions

Not attempting a question.

You won’t get any marks for a blank answer.

• Answer every question.

• Write something – you may pick up a few marks, which can add up to make the difference between grades.

• Use your general knowledge.

• State the obvious.

Not answering the question that is asked.

You won’t get any marks for writing about another topic.

• Know what the command words are looking for.

• RTQ – read the question.

• ATQ – answer the question.

Not providing enough points to achieve the marks.

You won’t gain full marks.

• Look at the number of marks next to the question – one mark = one point; two marks = two points, three marks = three points, etc.

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Common mistakes

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Preparing for the exam

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Answering long-answer questions Planning your answer To help you organise your thoughts it is helpful to plan your answer for 8-mark questions.

You don’t need to take too long. A spider diagram will help you get your answer in the right order and make sure you don’t forget anything. For example, the spider diagram below is for the question: ‘Explain the benefits to individuals when their rights are maintained’. (8 marks):

Trust

Individual needs are met

High self-esteem

Empowerment

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Revise it!

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Benefits when rights are maintained

Create a spider diagram plan like the one above for the following question: ‘Johanna works in a residential care home that specialises in care for individuals with dementia.’

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Explain what verbal communication skills can be used to support individuals. (8 marks)

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Tip: You could refer to pages 47–49 of the Revision Guide to help you.

Preparing for the exam

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Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

The exam paper

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Make sure you know how long you have got.

Write your first name and last name clearly in the boxes.

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Ensure that you write clear structured answers so that you can get maximum marks.

Preparing for the exam

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

The number of marks indicates the number of points you need to give. In this case, three points and explanations are needed.

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Highlight or underline key words in the question. Here you need to explain the benefits of using the communication skills.

The question is asking for three points. Be sure to give three points in your answer to get full marks.

Preparing for the exam

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Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Revision checklist Topic Area

What you should know

Topic Area 1:

1.1 Types of care settings

The rights of service users in health and social care settings

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Health care

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Social care

1.2 The rights of service users Choice

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Confidentiality

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Consultation

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Protection from abuse and harm

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Equal and fair treatment

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•

1.3 The benefits to service users’ health and wellbeing when their rights are maintained Empowerment – choice, control, independence, self-reliance

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High self-esteem – value, respect, positive mental health

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Service users’ needs are met – appropriate care or treatment; improving physical or mental health

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Trust – reassurance and confidence

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A

•

Topic Area 2:

2.1 Person centred values of care and how they are applied by service providers

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Individuality

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Choice

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Rights

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Independence

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Privacy

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Dignity

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Respect

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Partnership

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Encourage decision making of service user

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Person-centred values

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Revision checklist

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

•

Qualities of a service provider: the six Cs

2.2 Benefits of applying the person-centred values Benefits for service providers of applying the person-centred values of care Provides clear guidelines of the standards of care

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Improves job satisfaction

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Maintains or improves quality of life

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Supports rights to choice and consultation

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Supports service practitioners to develop their skills

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Enables the sharing of good practice

FT

•

Benefits for service users of applying the person-centred values of care Ensures standardisation of care

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Improves the quality of care being given

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Maintains or improves quality of life

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Supports service users to develop their strengths

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2.3 Effects on service users’ health and wellbeing if the person-centred values are not applied Physical effects

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Intellectual effects

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Emotional effects

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•

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Topic Area 3:

Effective communication in health and social care settings

Revision checklist

Social effects

3.1 The importance of verbal communication skills in health and social care settings

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Adapting communication to meet the needs of the service user or situation

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Clarity

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Empathy

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Patience

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Using appropriate vocabulary

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Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

•

Tone

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Volume

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Pace

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Willingness to contribute to team working

The importance of non-verbal communication skills in health and social care settings Adapting communication to meet the needs of the service user or situation

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Eye contact

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Facial expressions

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Gestures

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Positive body language

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Sense of humour

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Positioning – space, height, personal space

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FT

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3.3 The importance of active listening in health and social care settings Posture

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Eye contact

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Nodding agreement

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Showing empathy

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Clarifying

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Summarising

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3.4 The importance of special methods of communication in health and social care settings

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Advocates

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Braille

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British Sign Language

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Interpreters

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Makaton

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Voice-activated software

Revision checklist

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

3.5 The importance of effective communication in health and social care settings Supports the care values

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Helps to meet service users’ needs

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Protects the rights of service users

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The impact of good communication skills

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The impact of poor communication skills

4.1 Safeguarding

Protecting service • users and service providers in • health and social • care settings

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Topic Area 4:

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Service users who need safeguarding

Impacts for service users of a lack of safeguarding Safeguarding procedures in care settings Safeguarding training for all staff

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Disclosure and Barring Service (DBS) checks

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4.2 Infection prevention General cleanliness

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Personal hygiene measures

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PPE (personal protective equipment)

4.3 Safety procedures and measures Safety procedures

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• •

Safety measures

4.4 How security measures protect care service users and staff

Revision checklist

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Identifying staff

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Monitoring of keys

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Receiving and monitoring visitors

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Reporting concerns to line managers

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External doors, restricting access

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Window locks and restraints

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Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Types of care settings – health care

see p. 79

What you need to know •

What care is given in a health care setting

•

Examples of health care settings.

Health care is delivered in a range of different settings, according to the need of the service user.

Health care services These types of services provide health care: Acute or urgent care – these services provide emergency medical help, such as NHS 111, 999 (ambulance or first responder), accident and emergency (A&E), walk-in centre or minor injuries. For example, someone experiencing symptoms of a heart attack could seek emergency help by calling 999.

•

Long-term care – these services provide health care for those with long-term medical conditions, for example nursing homes with specialist nurses. Health centres also have a range of practitioners who can support service users in their long-term care, such as GPs, nurses, physiotherapists, dieticians, counsellors and speech therapists.

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Specialist outpatient services – these services support people with rare and complex conditions, and provide treatments such as chemotherapy, kidney dialysis and mental health support, often in hospital.

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Specific types of health care settings

Hospital

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Health centre

Types of health care settings

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Nursing home

GP surgery

Optician

Pharmacy Walk-in centre

Practise it!

Identify four types of health care settings.

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Dental practice

Remember it!

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Health care settings deliver care to support a service user’s health.

•

There is a range of settings, from hospitals to dentists, and each one supports service users with their physical and mental health needs.

•

Settings can be in institutions, like hospitals, or in the community, like health centres.

(4 marks)

Revision Guide

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Types of care settings – social care

see p. 79

What you need to know •

What care is given in a social care setting

•

Examples of social care settings.

Social care is delivered in a range of different settings, according to the service user’s need.

Social care settings These types of settings offer a range of support for people to live their lives.

The care they provide may be physical (personal care such as washing, medication or cooking), emotional (such as emotional support, advice, care or empathy) or social (such as company, socialisation or new hobbies).

FT

Types of social care settings

Community centre

Types of social care settings

R

Social services department

Day centre

A

Support group

D

Retirement home

Food bank

Homeless shelter

Residential home

Practise it!

Remember it!

Identify four types of social care settings.

•

Social care settings provide support to allow service users to live their lives.

•

Social care can help people remain independent and socially active.

Revision Guide

(4 marks)

21

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Service users have rights in care settings – choice see p. 80 What you need to know •

How maintaining choice benefits service users’ health and wellbeing

•

Examples of maintaining choice in health and social care settings.

There are five rights that service users are entitled to. These can be remembered using the mnemonic CCCPE, which stands for choice, confidentiality, consultation, protection from abuse and harm, and equal and fair treatment. Choice gives service users the ability to decide between two or more options.

Why do we provide choice?

FT

Having a choice allows a service user to: •

feel valued

•

feel empowered

•

have their independence promoted

•

feel in control of their own life

•

increase their self-esteem.

A

Examples of providing choice

In health care, this may be choosing between treatment options in hospital, which allows the service user to feel in control.

•

In social care, this may be choosing food from a menu with gluten-free options at a residential home, making the service user feel valued.

D

R

•

Practise it!

Remember it!

Give an example of how the right to choice can be upheld in a social care setting, and explain how it benefits the service users.

(3 marks)

•

Choice provides service users with two or more options.

•

Choice means that service users can have more control in their lives.

•

Choice helps service users and practitioners work together to provide person-centred care.

•

Choice allows service users to feel empowered.

22

Revision Guide

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Service users have rights in care settings – confidentiality see p. 80 What you need to know •

How maintaining confidentiality benefits service users’ health and wellbeing

•

Examples of maintaining confidentiality in health and social care settings.

This is the right for service users to have medical records and personal information kept secure.

Practitioners have access to a wide range of information about a service user in their care, such as personal details like their date of birth, address and contact number. Records also contain medical information, treatments and test results. This information should always be stored securely and shared on a ‘need to know’ basis.

FT

Sharing information on a ‘need to know’ basis means: • there is restricted access to the information so it is only viewed by those directly involved in the care and support • any information is only shared with those directly involved in the care and support • information is only passed to professionals or services on a ‘need to know’ basis • only providing the information that a practitioner needs to know to provide care and support.

A

Maintaining confidentiality is important because: • there are legal requirements to keep personal information confidential • service users may not trust practitioners if information is not kept confidential • the safety of a service user may be put at risk if details or information are wrongly shared • sharing personal information can lower the self-esteem of a service user. This can lead them to feel devalued and disrespected.

D

R

There are times when confidentiality has to be broken. This may be when the service user: • intends to harm others – may seriously injure someone • intends to harm themselves – plans on dying by suicide • is at risk of harm from others – has experienced domestic violence • is at risk of carrying out a serious crime – involved in drug dealing or gang crime.

Practise it!

Remember it!

Provide two examples of how a dental practice could maintain the confidentiality of its patients.

•

Confidentiality is the right to have medical records and personal information kept private.

•

Maintaining confidentiality can build trust and confidence with the service user.

•

There are times when confidentiality has to be broken to protect the service user or others.

Revision Guide

(2 marks)

23

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Service users have rights in care settings – consultation see p. 80 What you need to know •

How consultation benefits service users’ health and wellbeing

•

Examples of maintaining consultation in health and social care settings.

Consultation is the process of discussing, and allows a service user to be involved in the process for their own care and support.

How to consult service users

FT

Consultation may happen directly with the service user or through their representatives, such as their family, friends or advocates. Practitioners can support this right by: asking the service user about their opinions, preferences and views

•

clarifying information

•

discussing what the service user’s needs and wants are

•

explaining what different treatment options may involve, and their benefits and disadvantages

•

sharing the decision making

•

listening to the service user’s views.

R

A

•

Benefits of consultation

By supporting this right, a service user will feel: in control of decision making

•

valued, respected and listened to

•

empowered

D

•

•

able to make an informed choice (having all the facts to make a decision)

•

confident in the care they are receiving.

Practise it!

Remember it!

Identify one example of how a GP (doctor) could maintain the right to consultation, and a benefit to the service user.

(2 marks)

•

Consultation involves discussing views, opinions and choices.

•

Consultation can be achieved by listening to views and sharing decision making.

•

Maintaining the right to consultation can empower a service user and make them feel valued, respected and listened to.

24

Revision Guide

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Service users have rights in care settings – protection see p. 80 What you need to know •

How maintaining protection from abuse and harm benefits service users’ health and wellbeing

•

Examples of ensuring protection from abuse and harm in health and social care settings.

All service users and care practitioners have a right to be safeguarded to reduce the risk to them of danger, harm and abuse.

Protection from abuse and harm

Those most at risk

Some service users can be at increased risk of abuse and harm. They are more vulnerable as they:

Examples of those most at risk are: children in care

FT

•

may be unable to tell others what is happening to them

•

those with learning disabilities

•

may not realise that abuse is happening

•

those with physical disabilities

•

may have difficulty communicating

•

those with health conditions such as dementia

•

may not understand their rights

•

those who lack mental capacity.

•

may not have trusting relationships to give them the confidence to report abuse.

A

•

Procedures which help to protect

R

There are many procedures which help to protect both care practitioners and service users from abuse and harm.

Complaints

DBS checks

D

Risk assessments

Designated safeguarding lead

Procedures to protect from abuse and harm

Security measures

Clear and up-to date procedures Follow reporting procedures for abusive behaviour Staff training

Fire Lockdown First aid Safeguarding

Practise it!

Remember it!

Identify two procedures that can protect care practitioners and service users from abuse and harm.

(2 marks)

•

Procedures help to safeguard service users and reduce the risk of danger, harm and abuse.

•

Some service users are more vulnerable and at risk due to age, disability, illness and mental capacity.

Revision Guide

25

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Service users have rights in care settings – equal and fair treatment see p. 80 What you need to know •

How maintaining equal and fair treatment benefits service users’ health and wellbeing

•

Examples of maintaining equal and fair treatment in health and social care settings.

Service users should be treated in a way that ensures their individual needs are met.

Equal and fair treatment

the same opportunities

•

the same choices

•

care that meets individual needs.

An adult with a physical disability in a day care setting is in a wheelchair. They are still able to participate in activities with the other service users because the equipment or activity is adapted to accommodate their wheelchair.

•

A trip to a museum for elderly residents in a residential care home accommodates those with hearing impairments through hearing loop systems, and those with mobility issues through ramps and lift access.

•

Prisoners are given suitable adaptations to meet their needs, for example bathroom aids like grab rails.

A

•

•

FT

Equal and fair treatment involves providing everyone with:

Examples of equal and fair treatment

R

What equal and fair treatment is – and is not

Equal and fair treatment does not mean treating everybody the same.

Equal treatment means providing the same opportunities and choices, such as allowing all residents in a care home to decide whether to join an activity or not.

•

Fair treatment means giving care to meet individual needs, and allowing full access to opportunities and choices. An example could be a child who joins other children in class, but is supported with differentiated worksheets.

D

•

Practise it!

Remember it!

State two ways of maintaining the right to equal and fair treatment at a day care centre.

• (2 marks)

•

•

26

Equal treatment provides everyone with the same opportunities and choices.

Fair treatment means meeting individual needs and allowing access to opportunities and choices.

The mnemonic CCCPE represents the five rights of service users: choice, confidentiality, consultation, protection, and equal and fair treatment. Why not create a mnemonic to remember it?

Revision Guide

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Benefits to service users when rights are maintained – empowerment see p. 82 What you need to know •

How maintaining rights will benefit a service user’s health and wellbeing

•

How the benefit of empowerment links to rights in health and social care settings.

Service users are empowered when they are communicated with and involved in decision making about their lives and futures.

What is empowerment?

Examples of empowerment

Empowerment involves giving a service user authority or power to do something. In health and social care, workers will support service users in making their own decisions to empower them.

•

FT

Health care – a doctor providing information about all treatment options will empower the service user to make an informed decision.

•

Social care – a social worker supporting an elderly person in their own home, and listening to their wishes when putting their care plan together, allows that person to feel in control of their own life.

Empowering a service user allows them to: feel in control of their own life

•

have a choice about the care and support they receive

•

be independent and make their own decisions to be self-reliant.

D

R

A

•

Practise it!

Remember it!

Explain two benefits of empowering service users.

(2 marks)

•

Empowerment allows service users to feel in control of their own lives.

•

Empowerment allows service users to be more independent.

Revision Guide

27

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Benefits to service users when rights are maintained – high self-esteem see p. 82 What you need to know •

How maintaining rights will benefit a service user’s health and wellbeing

•

How the benefit of high self-esteem links to rights in health and social care settings.

A person’s self-esteem can be low or high. Maintaining a service user’s rights can improve their self-esteem.

What is self-esteem?

Examples of raising self-esteem

Self-esteem is how a person feels about themselves.

•

FT

Health care – A nurse takes the time to speak to their patient about how they are feeling.

This will make the patient feel respected and raise their self-esteem.

•

Positive or high self-esteem allows a service user to feel positive and happy about themselves and life in general.

•

•

Social care – A care worker supports a resident to brush their hair when getting washed and dressed in the morning.

By supporting them with taking care of their appearance, it improves the resident’s self-esteem as they feel better about themselves and feel valued.

Negative or low self-esteem leads a service user to see themselves in a negative or critical way.

A

High self-esteem allows a service user to: feel valued

•

feel respected

•

have positive mental health.

D

R

•

Practise it!

Remember it!

Explain two ways a care worker can raise a service user’s self-esteem and the impacts this will have on the service user.

(4 marks)

•

Self-esteem is the value a person puts on themselves.

•

It can be high or low and can be impacted by the actions of others.

•

High self-esteem leads to positive mental health.

28

Revision Guide

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Benefits to service users when rights are maintained – meeting their needs see p. 82 What you need to know •

How maintaining rights will benefit a service user’s health and wellbeing

•

How the benefit of meeting the service users’ needs links to rights in health and social care settings.

Individual needs should be at the centre of all decision making to maintain a service user’s rights.

Service users’ needs are met

FT

Needs are specific to each service user and vary between people. The needs of a service user may be physical, intellectual, emotional or social. You can remember this by using the acronym PIES.

Developmental needs are met

Appropriate care or treatment is provided

A

Meeting service users’ needs

R

Physical, intellectual, emotional and social needs are met

Dietary requirements are met

Examples of meeting service users’ needs Health care – A young patient who has asthma will be supported by an asthma nurse who can help them to deal with their medication and understand their asthma care plan.

•

Social care – A care home provides meal choices to cater for gluten-free, halal, vegan and vegetarian dietary requirements.

D

•

Revise it!

Remember it!

Draw a care home resident. You may choose to base this on somebody you know.

•

Needs are unique to every service user and will differ between people.

•

Write around the outside what their needs are.

•

Person-centred care helps to meet a service user’s needs.

•

Now explain what the care home can do to meet each need.

Revision Guide

29

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Benefits to service users when rights are maintained – trust see p. 82 What you need to know •

How maintaining rights will benefit a service user’s health and wellbeing

•

How the benefit of trust links to rights in health and social care settings.

Trust helps to form strong relationships and give confidence to service users.

What is trust?

Trust gives a service user confidence in the service provider and it can provide reassurance, which helps remove fear or doubt.

FT

Having trust in a service provider means the service user feels: •

that service providers will not harm them

•

confident that the service providers have their best interests in mind

•

confident about the care they receive.

Examples of building trust

Health care – A pharmacist is knowledgeable and clearly explains a new medication to a service user, giving them confidence about the medication they are about to take.

•

Social care – A care worker explains to a service user what they are going to do before moving them in a hoist. This gives the service user confidence and reassurance that the worker knows what to do.

D

R

A

•

Practise it!

Remember it!

Explain two ways a care worker can maintain a service user’s right to confidentiality in order to develop trust, and two benefits of this for the service user.

(4 marks)

•

Trust gives a feeling of confidence and reassurance.

•

Trust can prevent fear and doubt.

30

Revision Guide

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Person-centred values of care – individuality see p. 83 What you need to know •

The meaning of individuality

•

Examples of how individuality can be applied by service providers.

Being ‘person-centred’ involves putting the service user at the centre of care and decision making. It involves putting their needs first, and respecting their views.

What is individuality?

R

A

FT

Individuality recognises that a person is unique. Each service user has their own needs, wishes, beliefs and values, so their care and support should be tailored to suit them.

Recognising a service user’s individuality shows them respect.

How can individuality be respected in social care?

For example, by providing:

For example, by providing:

•

ramps for wheelchair access at a GP surgery for service users using a wheelchair

•

hearing loop systems in a day care centre for adults with hearing impairments

•

a prayer room in a hospital for service users with religious beliefs.

•

different meal options in a residential care home for those who are vegetarian or vegan.

D

How can individuality be respected in health care?

Practise it!

Remember it!

What is the meaning of individuality? (2 marks)

•

Individuality involves recognising service users as unique.

•

Each service user has their own needs, wishes, beliefs and values.

Revision Guide

31

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Person-centred values of care – choice

see p. 83

What you need to know •

The meaning of choice

•

Examples of how choice can be applied by service providers.

Choice involves having different options to choose from.

What is choice?

R

A

FT

Each service user has the right to choose, and should be supported to make their own choices about treatment, care or support. Applying choice as a value of care involves providing information to a service user so they can make an informed choice.

How can choice be applied in social care?

Examples include:

Examples include:

•

A midwife provides different delivery options to someone who is pregnant.

•

A community centre gives service users a choice of activities to join

•

A GP provides different medication options to a service user in pain.

•

A food bank allows a service user to choose how much support they require.

D

How can choice be applied in health care?

Practise it!

Remember it!

State one example of choice being applied in health care and the benefit to the service user.

(2 marks)

•

Service users should be supported to make their own choices.

•

Providing information allows service users to make an informed choice.

32

Revision Guide

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Person-centred values of care – rights

see p. 83

What you need to know •

The meaning of rights

•

Examples of how rights can be applied by service providers.

All service users have rights. This includes the right to be kept safe, and to be treated with respect, dignity and equality.

What rights do individuals have?

This value of care recognises that all service users have rights. A service provider may have to make changes to treatment, care and support to take into account a service user’s rights.

kept safe

FT

treated as equal

All individuals have the right to be:

treated with respect

A

treated with dignity

How can rights be applied in social care?

Examples include:

Examples include:

R

How can rights be applied in health care?

A nurse monitors and checks medication given to a service user to prevent harm.

•

A paramedic treats a patient behind a screen to maintain their dignity.

•

A social worker takes the time to understand an elderly service user’s wishes when arranging a support plan

•

A care worker knocks on the service user’s door before entering to show respect.

D

•

Practise it!

Remember it!

Explain the meaning of the care value ‘rights’ and how a counsellor could apply this value.

(4 marks)

•

All service users have rights.

•

Rights aim to protect service users and ensure fair and equal treatment.

Revision Guide

33

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Person-centred values of care – independence see p. 83 What you need to know •

The meaning of independence

•

Examples of how independence can be applied by service providers.

Independence is important to service users, and contributes to their self-esteem.

What is independence?

FT

Applying this value of care involves empowering service users to do as much as possible for themselves by agreeing with them the support that they need and want. It doesn’t matter how small a task may be – supporting a service user to do the things they can do will make them feel empowered and boost their self-esteem. A service provider should never take over and do things for them, just because it is quicker to do so.

How can independence be applied in social care?

Examples include:

Examples include:

A

How can independence be applied in health care?

A nursing home nurse allows a service user to wash themselves, but provides them with support to get to the bathroom.

•

A care worker allows a service user to cook their own food, but supports them in carrying the meal to the table.

•

A physiotherapist supporting a service user allows them to carry out the exercises independently, but monitors and helps them when needed.

•

A worker at a homeless shelter supports a service user to apply for accommodation, and helps them to access a computer so they can complete the form independently.

D

R

•

Practise it!

Remember it!

Explain how the care value of independence could be applied in a social care setting.

•

Independence involves empowering service users.

•

Independence can involve providing support to carry out tasks independently.

•

When service users have independence, it can boost their self-esteem because they feel positive about themselves.

34

(2 marks)

Revision Guide

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Person-centred values of care – privacy see p. 83 What you need to know •

The meaning of privacy

•

Examples of how privacy can be applied by service providers.

Privacy is important to service users, and maintaining privacy can develop a feeling of trust.

What is privacy?

Examples include: •

A receptionist at a GP surgery does not repeat personal information out loud during a phone conversation.

•

A doctor closes the curtains when treating a patient on a ward.

FT

Applying the value of privacy recognises that all service users have the right to have their privacy maintained. This can include keeping their personal information private, along with treatment or care that involves personal hygiene or intimate procedures.

How can privacy be applied in health care?

How can privacy be applied in social care?

A

Applying this value also includes not talking to anyone about the service user’s private information unless they have consented. This will be on a ‘need to know’ basis with those directly involved in their care.

•

A food bank volunteer does not discuss a service user’s personal circumstances with others.

•

A care home worker only passes information about a service user to the GP involved in their care.

D

R

Examples include:

Practise it!

Explain the meaning of privacy.

Revision Guide

Remember it!

(2 marks)

•

Maintaining privacy involves not disclosing personal information, care and treatment.

•

Only share information on a ‘need to know’ basis.

•

Information about service users should be protected by being stored securely to maintain privacy.

35

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Person-centred values of care – dignity

see p. 83

What you need to know •

The meaning of dignity

•

Examples of how dignity can be applied by service providers.

Dignity involves a care practitioner being positive and open in their approach to a service user, and not making assumptions about how they wish to be treated.

What is dignity?

Applying the value of dignity involves treating a service user with respect, and valuing them and their beliefs or wishes.

Examples include: •

A doctor respects a service user’s wishes to stop treatment.

FT

To preserve dignity, a service provider should ask how the service user wishes to be addressed, be patient and take time to listen. They should also cover them when performing intimate care tasks.

How can dignity be applied in health care?

•

A nurse listens to a service user’s concerns about the surgery they are due to have.

How can dignity be applied in social care?

A

Examples include:

A residential care home allows residents to attend a place of worship.

•

A social worker respects a disabled adult’s wish to be independent in their own home.

D

R

•

Practise it!

Remember it!

State two ways a service practitioner can preserve a service user’s dignity. (2 marks)

•

Dignity involves treating service users with respect.

•

Ensuring a service user maintains their dignity involves valuing them and their beliefs or wishes.

36

Revision Guide

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Person-centred values of care – respect

see p. 83

What you need to know •

The meaning of respect

•

Examples of how respect can be applied by service providers.

It is important for a service provider to show respect towards the service user, their opinions and feelings.

What is respect?

Respecting a service user involves showing them you recognise their importance as a unique individual and that you respect their opinions and feelings, even if you do not agree with them.

FT

You can show respect by supporting them in what they believe to be important, regardless of age, religion, disability, gender, sexual orientation or culture.

Age

Gender

Religion

A

Respect

R

Sexual orientation

Disability

Culture

How can respect be applied in social care?

Examples include:

Examples include:

•

Respecting a service user’s views on treatment which is against their religious beliefs.

•

A homeless shelter respecting the decision of a homeless individual who is refusing support.

•

Not using patronising language when talking to a service user.

•

A support group recognising and respecting an individual’s feelings on why they are attending the group.

D

How can respect be applied in health care?

Practise it!

Explain the meaning of respect.

Revision Guide

Remember it!

(2 marks)

•

Respect recognises a service user as important and unique.

•

When someone’s opinions and feelings are different, they are still respected.

37

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Person-centred values of care – partnership see p. 83 What you need to know •

The meaning of partnership

•

Examples of how partnership can be applied by service providers.

Partnership involves working successfully with others for the benefit of the service user.

What is partnership?

FT

Partnership involves working with the service user, their family and other professionals.

Partnership working is more successful with good communication, and when everyone values and respects others’ views, feelings and opinions. Appropriate information should be shared and the service users’ best interests should be at the centre of all those working together. social workers

community groups

nursing teams, such as district nurses

Partnerships can be between:

allied health professionals

A

GPs

managers

advocates

R

colleagues

How can partnership be applied in social care?

Examples include:

Examples include:

•

A surgeon discusses surgery options with the patient and their family.

•

•

A dentist works with the dental nurse to deliver effective treatment for the service user.

A social worker liaises with a day care centre when planning a support package for a service user.

•

Prisons work with the local authority to ensure a smooth transfer of social care packages for prisoners.

D

How can partnership be applied in health care?

Practise it!

State an example of partnership working in social care.

Remember it!

• (2 marks) • •

38

Working in partnership involves the service user, their family and other professionals.

Good communication is needed with partnership working.

When working in partnership, all views, feelings and opinions should be respected.

Revision Guide

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Person-centred values of care – decision making see p. 83 What you need to know •

The meaning of encouraging decision making

•

Examples of how encouraging decision making can be applied by service providers.

Finding a service user’s strengths and abilities can help them make their own decisions.

Encouraging decision making by the service user

How can decision making be applied in health care?

Service users are experts on themselves, their values and preferences. Encouraging them to make decisions about their care and treatment can help to ensure they get services and support appropriate for their needs. This can lead to better outcomes.

Examples include: A nurse asks a service user how they feel about their condition to establish their needs.

•

A paramedic explains to a service user why they need to go to hospital for further treatment, so they can make an informed decision.

FT

•

How can decision making be applied in social care?

A

A service user can feel empowered when they are involved in making decisions about their own care and treatment. This will raise their confidence and self-esteem.

•

A prison consults prisoners about their care plans and daily needs

•

A food bank volunteer explains to a service user how other service providers can support them.

D

R

Examples include:

Practise it!

Remember it!

What are the benefits of applying the person-centred value of encouraging the service user to make their own decisions?

(4 marks)

•

It is important to recognise that service users know themselves better than anybody.

•

Allowing service users to make decisions can ensure they get appropriate services and support.

Revision Guide

39

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Person-centred values of care – the six Cs (1)

see p. 85

What you need to know •

The meaning of the six qualities of a service provider

•

Examples of how the six qualities are used to inform and deliver person-centred values.

There are six qualities that every service provider should have. These are referred to as the six Cs.

What are the six Cs?

Compassion Compassion is about how the care is given, and is the basis of how people view the care they receive.

Care Compassion The six Cs Courage

Competence Communication

Care

Delivering care with empathy, respect and dignity, and developing relationships with service users, shows compassion. It can also be thought of as ‘intelligent kindness’, which is recognising emotions and responding with kindness.

FT

Commitment

R

A

High-quality care is at the centre of all health and social care work, and service users expect the care to be right for them at all stages of their life.

Care should always be focused on the service user to promote their health and wellbeing.

Example: A mental health nurse supporting a service user with mental health needs shows empathy with what they are going through and treats them with kindness.

D

Example: You are demonstrating care when you are working with a service user who is suffering from dementia, when you place their needs and best interests at the centre and treat them with dignity.

Competence This is about service practitioners having the skills and knowledge to deliver effective care and treatment to service users. It also involves the ability to understand the service user’s needs.

Example: A social worker supporting a teenager in care knows what support is suitable for their age and for their needs, and is able to put this into place.

Revise it!

Remember it!

Make yourself a set of revision flash cards for each of the six Cs. Use them to check, cover and recall knowledge.

•

Care should be focused on the service user to promote their health and wellbeing.

You can also get somebody to test you.

•

Compassion is delivering care with empathy, respect and dignity.

•

Competence involves having the skills and knowledge to deliver effective care.

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Revision Guide

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Person-centred values of care – the six Cs (2)

see p. 85

What you need to know •

The meaning of the six qualities of a service provider

•

Examples of how the six qualities are used to inform and deliver person-centred values.

The six Cs were introduced by NHS England as a set of values for all health and social care providers. Their purpose is to create a culture to provide excellent care.

Courage

Communication is important to develop relationships with service users and other professionals, to deliver high-quality and effective care. Listening is an important part of communication and helps to ensure that service users are part of the decision-making processes.

Courage allows service providers to do the right thing for the service users they care for. This may involve speaking up when they have concerns or observe discrimination, or trying new ways of working to improve care.

FT

Communication

Example: A doctor listens and understands if a patient does not consent to treatment.

Example: A care worker suggests a change to visiting times in a care home because they think it would improve service users’ experience.

Commitment

A

Service users and their care should be the priority for service providers. Being committed helps to improve care and the experience of the service user.

Example: A support worker learns British Sign Language (BSL) so they can better support service users who are deaf.

D

R

Commitment can also include being adaptable and wanting to continuously learn.

Practise it!

Remember it!

Explain how commitment can be used to inform and deliver the person-centred value of independence.

(4 marks)

•

Communication and listening involves service users in decision making.

•

Courage is being able to do the right thing and to speak up when you have concerns.

•

Commitment involves making service users and their care a priority.

Revision Guide

41

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Benefits of applying person-centred values of care (1) see p. 87 What you need to know •

How applying the person-centred values will benefit service providers

•

How to link the benefits of applying person-centred values of care in health and social care settings.

Applying the person-centred values of care underpins the high-quality care delivered by health and social care practitioners.

Benefits for service providers Provides clear guidelines of the standards of care that should be given

• •

Improves job satisfaction

• • •

Service practitioners will feel pride in their work, and that they are making a difference.

Service practitioners will feel comfortable in delivering care.

Providers feel confident in applying the values and can see the benefit for service users.

Maintains or improves quality of life

• • •

Ensures their service users are looked after with care and compassion.

Service practitioners are competent.

Service practitioners have the courage to make changes and deliver the best care.

FT

A

D

R

• •

Service practitioners will know how to deliver care effectively.

Service practitioners will know what ‘best practice’ looks like, and will work to the same high standards.

Care will meet legal requirements.

Values and beliefs that underpin care are reinforced.

Revise it!

Remember it!

Create a poster to display in a health or social care setting’s staff room which shows the benefits of applying the person-centred values of care for service providers.

•

Person-centred values of care underpin high-quality care delivered in settings.

•

They improve job satisfaction and standards of care.

42

Revision Guide

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Benefits of applying person-centred values of care (2) see p. 87 What you need to know •

How applying the person-centred values will benefit service providers

•

How to link the benefits of applying person-centred values of care in health and social care settings.

Applying the person-centred values of care benefits the professional development of service providers and enables good practice to be shared.

Benefits for service providers • • • Supports service practitioners to develop their skills

• •

Service practitioners will engage in training to develop competence.

They will develop skills to support service users’ needs and their individuality.

Partnership working allows professionals to share good practice.

This leads to a better understanding of best practice in care.

It provides role models within a setting.

D

R

A

Enables the sharing of • good practice • •

Good and clear communication with service users supports consultation.

Applying choice ensures a service user has the right to choose between options in their care and treatment.

The service provider knows that the service user will be satisfied with the care and treatment they are receiving.

FT

Supports rights to choice and consultation

Practise it!

Remember it!

Explain how applying the personcentred values of care can benefit service providers.

•

Applying the person-centred values of care supports service users’ rights to choice and consultation.

•

Applying the values encourages the professional development of service practitioners and good practice.

Revision Guide

(5 marks)

43

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Benefits of applying person-centred values of care (3) see p. 87 What you need to know •

How applying the person-centred values will benefit service users

•

How to link the benefits of applying person-centred values of care in health and social care settings.

Having a consistent approach which underpins care will have a positive effect on the service user’s experience.

Benefits for service users • • • •

Care will meet the needs of the service user.

Empathy and sensitivity will be shown.

Service users will all receive the same high standards of care.

All service practitioners will deliver care to the same high standards.

Improves quality of care being given to the service user

• • • •

Service users’ needs will be met.

Service users will be consulted and listened to.

There will be a positive experience and the best possible outcomes for service users.

Service practitioners will be competent and deliver effective care and treatment.

Maintains or improves the quality of life for the service user

• • •

Service users’ needs will be met.

Rights, beliefs and preferences will be valued and respected.

Service users can remain active, connected and independent for as long as they are able.

Supports service users to develop their strengths

• • • •

A

FT

Ensures standardisation of the care being given

D

R

Service users will be empowered.

Service users can be at the heart of the decision-making process on their care.

Self-esteem will be improved.

Confidence will be increased.

Revise it!

Remember it!

Sketch a clock in the centre of a piece of paper. Split around the clock into 1-hour chunks (12 in total). In each hour section:

•

Applying the person-centred values of care provides service users with a positive experience of care and treatment.

•

summarise a benefit of applying the person-centred values of care

•

•

link the benefit to health and social care settings.

They support service users to develop strengths, and maintain or improve their quality of life.

44

Revision Guide

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Effects on service users if person-centred values are not applied (1) see p. 89 What you need to know •

Effects on the ‘PIES’ when person-centred values are not applied

•

How to apply examples of the effects to health and social care settings.

You can remember the effects as ‘PIES’ (Physical, Intellectual, Emotional, Social).

Intellectual effects

Physical effects relate to the body. If person-centred values are not considered, there is a risk that a service user may:

Intellectual effects relate to a service user’s thinking and understanding. Neglecting person-centred values could lead to a service user experiencing a:

•

FT

Physical effects

experience pain if medication or treatment is not given

•

lack of progress or development of their skills, such as writing and reading

find their illness becomes worse

•

experience malnutrition or illness due to lack of food or special dietary needs

•

failure to achieve their potential due to a lack of challenge in the future

•

experience dehydration due to not receiving regular fluids

•

loss of concentration due to lack of encouragement or challenge

•

experience injuries such as cuts or bruises as a result of care not meeting their needs.

•

lack of mental stimulation due to a lack of engagement.

A

•

Example: A service user in a residential care home has individual needs which may require specific activities to keep their mind active.

If these needs are not met, this could lead to a lack of mental stimulation.

D

R

Example: If a service user in a nursing home is not given a choice of food to suit their dietary needs, they could become malnourished.

Revise it!

Remember it!

Create a table listing the effects if personcentred values are not applied. To extend your revision, try to give specific examples.

•

Physical effects relate to the body.

•

Intellectual effects relate to thinking and understanding.

•

The PIES are linked, so an effect on one may also affect others.

Revision Guide

45

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Effects on service users if person-centred values are not applied (2) see p. 89 What you need to know •

Effects on the ‘PIES’ when person-centred values are not applied

•

How to apply examples of the effects to health and social care settings.

The effects on service users can be linked, for example the physical effect of pain can also lead to an emotional effect of depression.

Emotional effects If person-centred values are not applied, it can have an emotional effect on a service user.

Emotional effects relate to feelings.

Depression caused by feeling unimportant and demoralised

Possible emotional effects on a service user

A

Stress caused by worry or fear of saying what they want or need

FT

Example: If a service user in hospital feels that their privacy has not been maintained, they could feel upset, angry and embarrassed.

Anger and frustration over a lack of control or loss of independence

Feeling upset because of negative experiences and not being valued

R

Low self-esteem or feeling inadequate due to a lack of support, or feeling they cannot achieve anything

D

Social effects

Social effects relate to a service user’s relationship with others. A failure to apply person-centred values could lead to a service user: •

feeling excluded due to not being involved in decision making

•

feeling lonely due to a lack of friends or support

•

suffering a lack of social interaction and poor social skills because of no social opportunities

•

becoming withdrawn because of low confidence and low self-esteem.

Example: If a service user’s independence is not encouraged in a day care setting, they may become withdrawn or feel excluded.

Practise it!

Remember it!

State four examples of effects when the person-centred values of care are not applied, linking them to a health and social care setting.

(4 marks)

•

Emotional effects relate to feelings.

•

Social effects relate to relationships.

46

Revision Guide

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Verbal communication skills (1)

see p. 91

What you need to know •

How verbal communication skills can be used with service users

•

The benefits of using verbal communication skills.

Verbal communication involves communicating clearly through speech in a way that can be understood and that does not offend the service user. A practitioner will need to adapt their verbal communication to different circumstances.

Adapting verbal communication

FT

A service practitioner must be able to adapt their verbal communication to communicate effectively.

If you are working in different health and social care settings, with service users of all ages, you need to use your verbal skills in different ways.

Empathy

Clarity

Showing empathy in verbal communication involves using language that shows respect and is sensitive to the service user. This shows the service user that you understand how they feel.

A

Communicating with clarity involves giving information in a clear way that the service user can easily understand. This may involve using vocabulary which can be understood, as well as speaking very clearly (not mumbling or speaking too quickly).

R

Clarity can also refer to listening and understanding what the other person is saying.

Example: A dentist may use language that is reassuring to show empathy with a service user who is afraid of treatment.

D

Example: A GP may check with a service user they have understood what they have explained.

Revise it!

Remember it!

Create a table listing all the verbal skills.

For each skill:

•

Working with a wide range of service users who have different needs means adapting verbal skills to enable effective communication.

•

Clarity is about giving information clearly so that it can be understood.

•

Empathy shows the service user you understand how they feel.

•

add an explanation of the skill

•

give an example of how it would be used by a service provider in a health and social setting.

You may wish to focus on one job role, such as a paramedic, or use examples from lots of job roles.

Revision Guide

47

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Verbal communication skills (2)

see p. 91

What you need to know •

How verbal communication skills can be used with service users

•

The benefits of using verbal communication skills.

Health and social care roles require a high level of verbal skills to help deliver effective care.

Example: A social worker may use less complex vocabulary with an adult service user who has a learning disability.

Patience Patience involves: communicating fully as well as having the ability to listen

Tone

•

giving the service user time to respond, by allowing pauses in the conversation

•

allowing the service user to finish what they need to say, without interrupting.

Tone relates to the way we speak or sound, so it is important a care practitioner is aware of their tone.

FT

•

Using a positive tone of voice can make the service user feel relaxed, comfortable and welcomed.

A

Sometimes care practitioners may need to be patient and repeat information several times, or find different ways to communicate so that the service user or other professionals can understand.

Example: When a care worker comes into a service user’s home, and introduces themselves with a positive tone, it can make the service user feel relaxed.

R

Example: A counsellor will need to use patience by listening to a service user talking about how they are feeling, and giving them time to think about what they want to say.

Using appropriate vocabulary

On the other hand, it can also be negative, where communication can be aggressive or patronising.

Vocabulary needs to be appropriate for: •

D

the person the care practitioner is communicating with. Using jargon will confuse service users and lead to misunderstanding, but when communicating with other professionals the use of jargon will be appropriate.

•

A person’s tone can be positive, meaning the communication is friendly and warm.

the age and ability of the service user.

Practise it!

Remember it!

Why should jargon be avoided when communicating with service users?

(2 marks) State two reasons.

•

Patience can be shown through how we communicate and listen.

•

Appropriate vocabulary should avoid the use of jargon.

•

Tone is about the way we speak or sound.

48

Revision Guide

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.