Qualification Specification NCFE Level 2 Certificate in Understanding Dignity and Safeguarding in Adult Health and Social Care (601/3119/6)

Transcription

1 Health, Public Services and Care Qualification Specification NCFE Level 2 Certificate in Understanding Dignity and Safeguarding in Adult Health and Social Care (601/3119/6)

2 Contents Section 1 Qualification overview Page 03 Section 2 Assessment and moderation Page 14 Section 3 Structure and content Page 17 Section 4 Links to National Skills Standards Page 39 Section 5 Links to National Occupational Standards Page 42 Section 6 General information Page 45 2

3 Section 1 1 Qualification overview 3

4 Section 1 Qualification overview Introduction We want to make your experience of working with NCFE as pleasant and easy as possible. This qualification specification contains everything you need to know about this qualification and should be used by everyone involved in the planning, delivery and assessment of the NCFE Level 2 Certificate in Understanding Dignity and Safeguarding in Adult Health and Social Care. All information contained in this specification is correct at the time of publishing. To ensure that you are using the most up-to-date version of this qualification specification please check the issue date in the page headers against that of the qualification specification on the NCFE website If you advertise this qualification using a different or shortened name you must ensure that learners are aware that their final certificate will state the regulated qualification title of NCFE Level 2 Certificate in Understanding Dignity and Safeguarding in Adult Health and Social Care. 4

5 About this qualification The NCFE Level 2 Certificate in Understanding Dignity and Safeguarding in Adult Health and Social Care has been accredited by the qualifications regulators for England, Wales and Northern Ireland, 1 and is part of the Qualifications and Credit Framework (QCF). The Code of Conduct for Healthcare Support Workers and Adult Social Care Workers in England emphasises the provision of safe and compassionate care and the need to challenge where this is not provided. Safeguarding adults and upholding the dignity of those accessing health and social care services are key principles in the sector. The purpose of this qualification is to give learners currently working or intending to work in adult health or social care an understanding of dignity and safeguarding and their relevance in health and social care, and how they can work to uphold these key principles. The National Minimum Training Standards for Healthcare Support Workers and Adult Social Care Workers in England defines the minimum knowledge requirements for workers. The qualification can support the underpinning knowledge of the Duty of Care and Safeguarding aspects of the standards. This qualification may be eligible for funding. For further guidance on funding, please contact your local funding provider. Geographical coverage This qualification has been regulated for use in England, Wales and Northern Ireland. We re able to provide the qualification specification and assessment materials in the Welsh and/or Irish language where requested and appropriate. Things you need to know Qualification accreditation number (QN): 601/3119/6 Aim reference: Guided learning hours (GLH): The qualifications regulators (regulators) are Ofqual in England and Northern Ireland, and the Welsh Government in Wales. 5

6 Credit value: 16 QCF level: 2 Assessment requirements: internally assessed and externally moderated portfolio of evidence Aims and objectives of this qualification This qualification aims to give learners knowledge and understanding of the key principles of dignity, duty of care and safeguarding as applied to adult health and social care. Learners will investigate the principles and how they are applied in everyday work contexts. They will also have an opportunity to examine the dilemmas and consequences that can arise when these principles are not upheld. The objectives of this qualification are to prepare learners for further training and to support a role in the workplace where the individual may work or interact with vulnerable adults. Entry guidance This qualification is designed primarily for individuals working with, or intending to work with, vulnerable adults in the health and social care sectors. There are no specific recommended prior learning requirements for this qualification. However, learners may find it helpful if they ve already achieved a Level 1 qualification. Entry is at the discretion of the centre. However, learners should be aged 16 or above to undertake this qualification. Centres are responsible for ensuring that this qualification is appropriate for the age and ability of learners. They need to make sure that learners can fulfil the requirements of the assessment criteria and comply with the relevant literacy, numeracy and health and safety aspects of this qualification. Learners registered on this qualification shouldn t undertake another qualification at the same level with the same or a similar title, as duplication of learning may affect funding eligibility. 6

7 Achieving this qualification To be awarded the NCFE Level 2 Certificate in Understanding Dignity and Safeguarding in Adult Health and Social Care, learners are required to successfully complete 4 mandatory units. This qualification consists of 4 mandatory units: Unit 01 Understand safeguarding in adult health and social care (3 credits) Unit 02 Principles of dignity in adult health and social care practice (5 credits) Unit 03 Understand duty of care in adult health and social care (5 credits) Unit 04 Understand dilemmas and public concerns in adult health and social care (3 credits) The learning outcomes and assessment criteria for each unit are provided in Section 3 (page 17). To achieve the NCFE Level 2 Certificate in Understanding Dignity and Safeguarding in Adult Health and Social Care, learners must successfully demonstrate their achievement of all learning outcomes and assessment criteria of the units as detailed in this qualification specification. Grades are not awarded. Learners who aren t successful can resubmit work within the registration period; however, a charge may apply. A Credit Certificate can be requested for learners who don t achieve their full qualification but who have achieved at least one whole unit. Progression opportunities Learners who achieve this qualification could progress to: NCFE Level 2 or Level 3 Certificate in Preparing to Work in Adult Social Care NCFE Level 2 or Level 3 Diploma in Health and Social Care (Adults) for England NCFE Level 2 Certificate in the Principles of Dementia Care Level 2 or 3 Diplomas in Clinical Healthcare Support 7

8 Credit accumulation and transfer One of the benefits of the QCF is that learners can transfer credit from one qualification to another. Learners who ve already achieved one or more of the units included in this qualification elsewhere can transfer the credit already achieved. Simply let us know which units are being achieved by credit transfer on the Certificate Claim Form. All units in this qualification are available for credit transfer. Exemption Exemption allows learners to use evidence of certificated, non-qcf achievement deemed to be of equivalent value against the requirements of a qualification. However, there are no exemptions currently identified for this qualification. Equivalent units Some units have equivalent units identified against them. If a learner has achieved these units previously, they can use them towards achievement of this qualification. However, this qualification has no equivalent units identified. Recognition of Prior Learning (RPL) RPL is where a learner has previously learnt something but hasn t received formal recognition for this learning through a qualification or other form of certification. Within the QCF a learner is able to claim that they know or can do something already and don t need to attend a course to learn it again. The learner will need to prove this claim (through assessment of relevant evidence), then credit can be awarded for that achievement. For more information on the process to follow to claim RPL, contact our Quality Assurance team. Centres may recognise prior learning at their discretion if they are satisfied that the evidence provided meets the requirements of a qualification. Where RPL is to be used extensively (for a whole unit or more), advice must be given by a qualified RPL Advisor. Qualification dates Qualifications on the QCF have review dates, operational end dates and certification end dates. 8

9 The qualification review date is the date by which we ll have carried out a review of the qualification. This date is shown on the qualification page on our website We review qualifications up to 18 months before their review date, working with sector representatives to make any changes necessary to meet sector needs and to reflect recent developments. In most cases we ll then extend the qualification, and set a new review date. If we make the decision to withdraw a qualification, we ll set an operational end date. We ll post information relating to changes or extensions to qualifications on our website and centres approved to offer the qualification will be kept updated. The operational end date will only show on the Register if we ve made the decision to withdraw a qualification. After this date we can no longer accept candidate registrations. The certification end date will only show on the Register once an operational end date has been set. After this date we can no longer process certification claims. Staffing requirements This section is intended to give some guidance on the experience and qualifications needed to deliver and assess this qualification. The guidance in this section is not intended to be exhaustive or definitive. Examples of relevant qualifications and occupational backgrounds are given as benchmarks. Other equivalent qualifications or backgrounds may also qualify prospective staff for delivery or assessment roles. Centres must provide sufficient numbers of suitably experienced Assessors and Internal Moderators or Verifiers to ensure that qualifications are delivered effectively. NCFE cannot be held responsible for any complications that arise in the delivery or assessment process as a result of internal recruitment decisions. Staff recruitment should be made at the discretion of centres, and centres should be aware that it is their responsibility to ensure that all staff involved in the delivery and assessment of NCFE qualifications are suitably qualified. 9

10 Examples of relevant qualifications Social Care eg Level 3 NVQ in Health and Social Care (Adults); Level 3 Diploma in Health and Social Care (Adults) for England; Level 4 NVQ in Health and Social Care (Adults); Level 4 NVQ in Registered Managers (Adults); Level 4 NVQ in Leadership and Management for Care Services Health Care eg Level 3 NVQ in Health and Social Care (Adults); Level 3 Diploma in Health and Social Care (Adults) for England; Level 3 NVQ in Health; Level 3 Diploma in Clinical Healthcare Support; Level 4 NVQ in Health and Social Care (Adults)) Nursing any registered nursing qualification Social Work eg Diploma in Social Work (DipSW), Degree in Social Work Examples of work experience In any of the following roles/areas: Social Care Health Care Nursing (Registered Nurse) Social Worker It is important to have specialist subject knowledge of safeguarding and dignity from qualifications or work experience in which the adult health and/or social care sector has been a major component. Resource requirements There are no specific resource requirements for this qualification. However we would recommend the following documents: Code of Conduct for Healthcare Support Workers and Adult Social Care Workers in England (Skills for Care and Skills for Health) 2013 Common Core Principles Dignity (Skills for Care) 10

11 Support for learners Learner s Evidence Tracking Log (LETL) This gives information about this qualification and can help learners keep track of their work. LETLs can be downloaded free of charge from our website You don t have to use the LETL you can devise your own evidence-tracking documents instead. Any documents you produce should allow learners to track their achievement against each required learning outcome and assessment criterion and include: information on the content, availability and location of NCFE s procedures and policies advice on support mechanisms for learners who are experiencing difficulties with their studies a mechanism for Assessors and Internal Moderators to authenticate evidence and achievement for each unit. Support for centres There are a number of documents available on our website that you might find useful. These are linked below: Centre Support Guide This explains everything you need to know, from how to apply to become an NCFE-approved centre, to registering your learners and claiming their certificates and everything in between. Centres must seek approval to offer a qualification. Only learners from approved centres can be certificated. Reasonable Adjustments and Special Considerations Policy This policy is aimed at customers - including learners who use our products and services and submit requests for reasonable adjustments and special considerations. The policy can be found on the NCFE website here: Considerations-Policy.pdf. 11

12 Directory of Products and Services This provides summary information about all NCFE qualifications and awards including mandatory and optional units, learner registration and certification fees and assessment information. Fees and Pricing This document is published in the spring for the forthcoming academic year. Useful websites Centres may find the following websites helpful for materials and resources to assist with the delivery of qualifications: Care Quality Commission: Social Care Institute for Excellence: Skills for Care: Skills for Health: National Institute for Health and Care Excellence: Action on Elder Abuse: Training and support We can provide training sessions for Assessors and Internal Moderators. Bespoke subject-specific training is also available. For further information please contact our Quality Assurance team on Links to National Skills Standards For this qualification we ve highlighted where learning opportunities for the Functional Skills qualifications may be found. This qualification can be used to develop learners : English skills Information and Communication Technology skills Section 4 (page 39) shows how the units of this qualification relate to the skills above. If a learner wishes to gain a Functional Skills qualification, they must successfully pass the relevant Functional Skills assessment. 12

13 This qualification has also been mapped to the Personal, Learning and Thinking Skills (PLTS) framework. The framework describes the qualities and skills needed for success in learning and life. The PLTS framework was developed over a number of years in consultation with employers, parents, schools, students and the wider public. For more detailed mapping please see Section 4 (page 39). Mapping to National Occupational Standards National Occupational Standards (NOS) are owned by a Sector Skills Council (SSC) or Standard-Setting Body (SSB) and describe the skills, knowledge and understanding needed to undertake a particular task or job at different levels of competence. This qualification has been mapped against the relevant Health and Social Care NOS. More detailed mapping is provided in Section 5 (page 42). 13

14 Section 2 Assessment and moderation 14

15 Section 2 Assessment and moderation How the qualification is assessed Assessment is the process of measuring a candidate s skill, knowledge and understanding against the standards set in a qualification. The NCFE Level 2 Certificate in Understanding Dignity and Safeguarding in Adult Health and Social Care is internally assessed. Internal assessment Each candidate must create a portfolio of evidence which demonstrates achievement of all the learning outcomes and assessment criteria associated with each unit. On completion of each unit candidates must declare that the work produced is their own. The Assessor must countersign this. Examples of suitable evidence for the portfolio for each unit are provided in Section 3 (page 17). The main pieces of evidence for the portfolio could include: Assessor observation completed observational checklists and related action plans witness testimony candidate s proof of work worksheets assignments/projects/reports record of professional discussion record of oral and written questioning candidate and peer reports recognition of Prior Learning (RPL). You will also find a variety of assessment and moderation proformas here: Assessment guidance is provided for each unit. Assessors can use other methods of assessment as long as they are valid and reliable and maintain the integrity of the assessment and of the standards required of this qualification. Acceptable methods of assessment could be drawn from the list above. 15

16 Assessors must be satisfied that candidates have achieved all learning outcomes and assessment criteria related to the unit being assessed prior to deciding if candidates have been successful. Assessors are also responsible for supporting candidates through the assessment process. For approval of methods of internal assessment other than portfolio building, please contact the Quality Assurance team on Moderation Moderation is the process by which we confirm that assessment decisions in centres are: made by competent and qualified Assessors the product of sound and fair assessment practice recorded accurately and appropriately. We do this through: internal moderation which you carry out external moderation which we carry out through our External Moderators who, by supporting you, will make sure that assessments meet nationally agreed standards and that your quality assurance systems continue to meet our centre approval criteria. The Internal Moderator provides the vital link between the Assessors and the External Moderator and acts as the centre s quality assurance agent. If you d like to know more about the responsibilities of Assessors and Internal and External Moderators please refer to our Centre Support Guide. 16

17 Section 3 Structure and content 17

18 Section 3 Structure and content This section provides details of the structure and content of this qualification. The unit summary provides an overview of each unit including: unit title unit overview guided learning hours credit value level an indication of whether a unit is mandatory or optional. Following the unit summary there s detailed information for each unit containing: unit title and number learning outcomes (the learner will) and assessment criteria (the learner can) guidance for developing assessment (an explanation of technical terms and the depth and breadth of coverage of the unit) assessment guidance (types of evidence for internal assessment) The regulators accredited unit number is indicated in brackets for each unit (eg M/100/7116). For further information or guidance about this qualification please contact our Research and Product Development team on

19 Unit summaries Unit 01 Understand safeguarding in adult health and social care (R/506/1386) In this unit learners will gain an understanding of issues relating to safeguarding adults in health and social care. Learners will explore current legislation and explain the roles of different agencies involved in protecting individuals from abuse or harm. The learner will know how to recognise potential and actual abuse, and take action in the event of disclosed suspected or alleged abuse or harm. The unit will help learners to understand ways to reduce the likelihood of abuse or harm and sources of information and support available. Guided learning hours: 28 Credit value: 3 Level: 2 This unit is mandatory Unit 02 Principles of dignity in adult health and social care practice (F/506/1299) This unit aims to establish some of the key principles of dignity in adult health and social care practice. In this unit learners will explore issues relating to dignity, self-worth and well-being. The learner will know how to apply the principles of dignity and gain an understanding of the importance of professional relationships for supporting dignity in service provision. Guided learning hours: 45 Credit value: 5 Level: 2 This unit is mandatory 19

20 Unit summaries (cont d) Unit 03 Understand duty of care in adult health and social care (K/506/1300) In this unit learners will explore issues relating to duty of care within the context of adult health and social care. The learner will gain an understanding of possible conflicts and dilemmas faced between duty of care and individuals rights. They will also be able to recognise and report unsafe practice and understand the impact of own actions on individuals and others. Guided learning hours: 46 Credit value: 5 Level: 2 This unit is mandatory Unit 04 Understand dilemmas and public concerns in adult health and social care (M/506/1301) In this unit learners will explore potential dilemmas and issues of public concern in adult health and social care. This unit will help learners identify wider issues and how media reporting and people s perception has impacted on adult health and social care practice and changes to service delivery. Guided learning hours: 26 Credit value: 3 Level: 2 This unit is mandatory 20

21 Unit 01 Understand safeguarding in adult health and social care (R/506/1386) The learner will: 1 Understand the national and local context of safeguarding and protection from abuse The learner can: 1.1 Identify current legislation in relation to safeguarding 1.2 Identify national policies and local systems relating to safeguarding and protection from abuse 1.3 Explain the roles of different agencies in safeguarding and protecting individuals from abuse 1.4 Describe a range of safeguarding concerns in adult health and social care The learner will: 2 Know how to recognise potential and actual abuse and harm The learner can: 2.1 Define the following types of abuse: physical abuse sexual abuse emotional/psychological abuse financial abuse institutional abuse self-neglect neglect by others 2.2 Describe the signs, symptoms and indicators associated with each type of abuse 2.3 Explain how signs, symptoms and indicators should be taken within the context of the situation 2.4 Give reasons why abuse or harm is not always recognised 2.5 Outline how individuals can be harmed when using a health and social care service 2.6 Explain factors that may contribute to an individual being more vulnerable to abuse or harm 2.7 Outline possible situations when: restraint is used within legal guidelines restraint is used inappropriately 21

22 Unit 01 Understand safeguarding in adult health and social care (R/506/1386) (cont d) The learner will: 3 Know how to respond if abuse or harm is disclosed, suspected or alleged The learner can: 3.1 Describe the actions to take in the event of suspicions or allegations that an individual is being abused or harmed 3.2 Explain why individuals may not disclose neglect or abuse 3.3 Describe how to respond to an individual disclosing abuse or harm 3.4 Outline procedures for reporting and recording disclosure or suspicion of abuse or harm The learner will: 4 Understand ways to reduce the likelihood of abuse or harm The learner can: 4.1 Explain how the likelihood of abuse and harm may be reduced by: working with person-centred values encouraging active participation promoting choice and rights 4.2 Explain the importance of an accessible complaints procedure for reducing the likelihood of abuse and harm The learner will: 5 Know about information and support in relation to abuse or harm The learner can: 5.1 Identify different sources of information and support in relation to: individuals health and social care workers families and carers 22

23 Unit 01 Understand safeguarding in adult health and social care (R/506/1386) (cont d) Guidance for Developing Assessment 1.2 Local systems may include: employer/organisational policies and procedures multi-agency adult protection arrangements for a locality 1.4 Safeguarding concerns: Examples include: falls, administration of medication, nutrition, pressure area care, social exclusion, behaviour that challenges, institutionalised care, rough treatment, rushed care, abuse between individuals, pain management, restraint 2.2 Indicators are something noticed that might not cause concern in isolation, but within the context of the situation, suggest that abuse is happening. They must be clearly differentiated from signs and symptoms. 2.4 Reasons: eg lack of professional curiosity, false optimism, don t want to believe it, acceptance of implausible explanations etc, people being invisible not asking the individual 3.1 The actions to take constitute the health and social care worker s responsibilities in responding to allegations or suspicions of abuse. They include actions to take if the allegation or suspicion implicates: a colleague someone in the individual's personal network the health and social care worker's line manager others 4.1 Person-centred values include individuality rights, choice and privacy independence dignity respect partnership 4.1 Active participation is a way of working that recognises an individual's right to participate in the activities and relationships of everyday life as independently as possible; the individual is regarded as an active partner in their own care or support, rather than a passive recipient 23

24 Unit 01 Understand safeguarding in adult health and social care (R/506/1386) (cont d) Assessment guidance Type of evidence: individual notes and table Assessment criteria: 1.1, 1.2 Additional information: candidates could investigate national policies and different pieces of legislation that safeguard adults. They could explore the local systems that reflect legislation and national policy and present their findings in a table. Type of evidence: presentation Assessment criteria: 1.3, 5.1 Additional information: candidates could investigate the roles of different agencies in relation to safeguarding and protecting individuals from abuse. The presentation could include different sources of information and support available to individuals, their families and carers, and health and social care workers. They could collate this information in a suitable format to present to their group. Type of evidence: Tutor-devised case studies Assessment criteria: 1.4, , 3.2 Additional information: Tutors could design a series of case studies to illustrate situations where abuse may have occurred within a health and social care setting and where abuse may not be easily recognisable. The case studies could be used to stimulate discussion about the difficulties there may be in recognising abuse and why some individuals may be more vulnerable. Candidates could then answer questions relating to the assessment criteria. 24

25 Unit 01 Understand safeguarding in adult health and social care (R/506/1386) (cont d) Type of evidence: leaflet or guide: Recognising and reporting abuse Assessment criteria: 1.4, , 3.1, 3.3, 3.4 Additional information: candidates could produce a guide that defines the different types of abuse, including the signs and symptoms of each of these and how to recognise when potential or actual abuse is occurring. They could then include actions to be taken in the event of suspicions, allegations or disclosure of abuse according to local procedures and guidance. Type of evidence: assignment Assessment criteria: 4.1, 4.2 Additional information: candidates could investigate ways of working within health and social care settings and how they can reduce the likelihood of abuse and harm. They can use their findings to answer pre-prepared questions. Tutors could produce a list of headings for learners to follow for guidance to make sure the assessment criteria are addressed. The types of evidence listed above are for guidance purposes only. Within candidates portfolios, other types of evidence are acceptable if all learning outcomes and assessment criteria are covered and if the evidence generated can be internally and externally moderated. For approval of methods of internal assessment other than portfolio building, please contact the Quality Assurance team at NCFE. 25

26 Unit 02 Principles of dignity in adult health and social care practice (F/506/1299) The learner will: 1 Understand the principles of dignity in adult health and social care The learner can: 1.1 Explain the principles of dignity in adult health and social care 1.2 Explain the relationship between dignity, self-worth and wellbeing The learner will: 2 Understand the potential impact on individuals when accessing and using health and social care services The learner can: 2.1 Describe the potential impact for individuals when being supported with daily living activities 2.2 Explain the potential conflicts that may arise when care is delivered in an individual s home environment The learner will: 3 Understand how to apply the principles of dignity in adult health and social care The learner can: 3.1 Explain how to demonstrate dignity for each of the following: offering choice promoting communication respecting privacy valuing the individual recognising unmet needs 3.2 Explain how applying the principles of dignity might conflict with organisational priorities 3.3 Describe how to evaluate own performance in meeting the principles of dignity 26

27 Unit 02 Principles of dignity in adult health and social care practice (F/506/1299) (cont d) The learner will: 4 Understand how person-centred approaches contribute to dignity in adult health and social care The learner can: 4.1 Explain the concept of person-centred support in: care planning care practice 4.2 Outline how person-centred approaches support the principles of dignity The learner will: 5 Understand the role of the health and social care worker in relation to promoting dignity The learner can: 5.1 Explain how attitudes, values and beliefs may influence behaviour towards others 5.2 Give examples of behaviour that does not respect dignity 5.3 Outline the actions to take in response to behaviour that does not respect dignity 5.4 Identify sources of support available when responding to concerns 27

28 Unit 02 Principles of dignity in adult health and social care practice (F/506/1299) (cont d) The learner will: 6 Understand the importance of professional relationships for dignity and service provision The learner can: 6.1 Explain the importance of using respectful language to promote dignity in relation to: interactions and communication record keeping 6.2 Outline examples of how respectful language can be used to promote dignity 6.3 Describe the effects of using disrespectful language 6.4 Outline ways to encourage individuals to comment and share concerns about aspects of their care and support 6.5 Explain the importance of understanding behaviour as a means of communication 6.6 Explain how to respond to behaviour that challenges or presents a risk to: the individual others involved with the individual 28

29 Unit 02 Principles of dignity in adult health and social care practice (F/506/1299) (cont d) Guidance for Developing Assessment 1.2 Well-being may include aspects that are: spiritual emotional cultural religious social political sexual physical mental 2.1 Daily living activities, for example, personal care, moving and handling, administering medication, pain management, risk management 2.2 Individual s home, whether the individual s own home or supported or shared living situations 5.1 Attitudes, values and beliefs for example, assumptions about an individual s lifestyle or quality of life 5.3 The actions to take constitute the health and social care worker's responsibilities in responding to allegations or suspicions of abuse. They include actions to take if the allegation or suspicion implicates: a colleague someone in the individual's personal network the health and social care worker s line manager others 6.1 Interactions and communication including with individuals, their families and other professionals 6.6 Others include carers, family and friends, colleagues, other professionals 29

30 Unit 02 Principles of dignity in adult health and social care practice (F/506/1299) (cont d) Assessment guidance Type of evidence: assignment Assessment criteria: 1.1, 1.2 Additional information: candidates could complete a series of Tutor-devised assessment tasks investigating the principles of dignity in adult social care and how they link with promoting an individual s self-worth and well-being. Tutors could produce a list of headings for learners to follow for guidance to make sure the assessment criteria are addressed. Type of evidence: display Assessment criteria: 2.1, 2.2, 3.1 Additional information: candidates could produce a display to illustrate key points for respecting dignity when supporting individuals in a variety of situations in adult social care, including in an individual s home. Tutors could produce a list of headings for learners to follow for guidance to make sure the assessment criteria are addressed. Type of evidence: simulated care or support plan Assessment criteria: 4.1, 4.2, 6.1, 6.4, 6.5 Additional information: Tutors could provide fictional examples of inappropriately written care or support records for candidates to rewrite using respectful language. Role play could also take place to demonstrate how respectful spoken language can be used effectively. Candidates could then draw up a simulated basic care or support plan from a case study to demonstrate their use of a person-centred approach and respectful language. 30

31 Unit 02 Principles of dignity in adult health and social care practice (F/506/1299) (cont d) Type of evidence: reflective account or entry into reflective diary. Assessment criteria: 3.3, 4.1, 4.2, 6.1, 6.2, 6.4, 6.5 Additional information: candidates could write a reflective account or entry into a reflective diary and evaluate their simulated care/support plan in relation to using person-centred approaches and respectful language. They should demonstrate how they would encourage an individual to comment about their care. Tutors could produce a list of headings for candidates to follow for guidance to make sure the assessment criteria are addressed. Type of evidence: Tutor-devised case studies Assessment criteria: 3.2, , 6.3 Additional information: Tutors could design a series of case studies to illustrate situations where dignity has not been respected within a health and social care setting. The case studies could be used to stimulate discussion about examples and the importance of respectful language/behaviour and what can happen when respectful language/behaviour is not used. Candidates could then answer questions relating to the assessment criteria. Type of evidence: questioning Assessment criteria: 6.3, 6.5, 6.6 Additional information: candidates could answer questions relating to the assessment criteria in relation to behaviour that challenges or presents a risk. The types of evidence listed above are for guidance purposes only. Within candidates portfolios, other types of evidence are acceptable if all learning outcomes and assessment criteria are covered and if the evidence generated can be internally and externally moderated. For approval of methods of internal assessment other than portfolio building, please contact the Quality Assurance team at NCFE. 31

32 Unit 03 Understand duty of care in adult health and social care (K/506/1300) The learner will: 1 Understand what is meant by duty of care The learner can: 1.1 Explain what is meant by duty of care within the context of adult health and social care 1.2 Describe how duty of care influences health and social care practice The learner will: 2 Know about dilemmas and conflicts relating to duty of care The learner can: 2.1 Describe dilemmas that may arise between the duty of care and an individual s rights 2.2 Describe possible conflicts for a health and social care worker between duty of care to an individual and the demands of an employer 2.3 Explain where to get additional support and advice about how to resolve such dilemmas The learner will: 3 Know how to recognise and report unsafe practices The learner can: 3.1 Describe unsafe practices that may affect the well-being of individuals 3.2 Explain the actions to take if unsafe practices have been identified 3.3 Describe the action to take if suspected abuse or unsafe practices have been reported but nothing has been done in response 32

33 Unit 03 Understand duty of care in adult health and social care (K/506/1300) The learner will: 4 Understand the impact of own actions on individuals and others The learner can: 4.1 Explain how health and social care workers can promote a positive culture 4.2 Give examples of ways that own actions can impact on individuals and others 4.3 Explain the importance of sharing concerns with a responsible professional 4.4 Explain the possible consequences of health and social care workers failing to act in the interests of individuals and others The learner will: 5 Understand the importance of consent in health and social care practice The learner can: 5.1 Define the meaning of: consent best interests 5.2 Identify different ways of gaining consent 5.3 Explain actions to take when consent: is not given cannot be confirmed 33

34 Unit 03 Understand duty of care in adult health and social care (K/506/1300) Guidance for Developing Assessment 3.1 Unsafe practices may include poor working practices, resource difficulties, or operational difficulties 3.1 Well-being may include aspects that are: spiritual emotional cultural religious social political sexual physical mental 3.2 The actions to take constitute the health and social care worker s responsibilities if unsafe practice is observed and in responding to allegations or suspicions of abuse. They include actions to take if the unsafe practice, allegation or suspicion implicates: a colleague someone in the individual's personal network the health and social care worker's line manager others 4.2 Others may include: colleagues social worker occupational therapist GP speech and language therapist physiotherapist pharmacist nurse specialist nurse psychologist psychiatrist advocate dementia care advisor family or carers 34

35 Unit 03 Understand duty of care in adult health and social care (K/506/1300) (cont d) Assessment guidance Type of evidence: leaflet Assessment criteria: 1.1, 1.2, 4.1, 4.2 Additional information: candidates could produce a leaflet for adult social care workers new to the profession explaining different aspects of duty of care. Tutors could produce a list of headings for candidates to follow for guidance to make sure the assessment criteria are addressed. Type of evidence: Tutor-devised case studies Assessment criteria: , , 4.3, 4.4 Additional information: Tutors could design a series of case studies to illustrate how dilemmas, conflicts and unsafe practices may occur and their consequences. Candidates could answer questions relating to the assessment criteria. Type of evidence: assignment Assessment criteria: Additional information: candidates could complete a series of assessment tasks exploring the issues surrounding consent and best interests. 35

36 Unit 04 Understand dilemmas and public concerns in adult health and social care (M/506/1301) The learner will: 1 Understand dilemmas that may be encountered in adult health and social care The learner can: 1.1 Outline potential dilemmas that could relate to: personal attitudes, beliefs and values organisational priorities and values positive risk taking staffing levels time management information sharing 1.2 Identify sources of support to resolve dilemmas The learner will: 2 Know about issues of public concern in adult health and social care The learner can: 2.1 Identify wider issues that impact on adult health and social care services 2.2 Describe how issues of public concern have altered public views of the sector 2.3 Outline how media reporting on issues of public concern affects people s perceptions of adult health and social care services 36

37 Unit 04 Understand dilemmas and public concerns in adult health and social care (M/506/1301) (cont d) The learner will: 3 Understand how a serious case review has impacted on adult health and social care practice The learner can: 3.1 Identify current serious case reviews 3.2 Summarise the key issues raised in a recent serious case review 3.3 Describe recent changes in service delivery recommended as a result of this review 37

38 Unit 04 Understand dilemmas and public concerns in adult health and social care (M/506/1301) Guidance for Developing Assessment There is no specific guidance for this unit. Assessment guidance Type of evidence: questioning Assessment criteria: 1.1, 1.2 Additional information: Tutors could devise a series of questions relating to a range of potential dilemmas that may occur in adult social care. Type of evidence: assignment Assessment criteria: , Additional information: Tutors could devise a series of assessment tasks requiring candidates to investigate issues of public concern and serious case reviews and the impact on practice. A list of headings could be provided for candidates to follow for guidance to make sure the assessment criteria are addressed. 38

39 Section 4 Links to National Skills Standards 39

40 Section 4 Links to National Skills Standards We ve highlighted where learning opportunities for the Functional Skills qualifications may be found. The activities learners carry out whilst completing this qualification could help prepare them for their Functional Skills assessments. We ve also highlighted which of the Personal Learning and Thinking Skills (PLTS) link into the units of this qualification. The mapping is only at the level of the unit. English All units Mathematics There are no specific opportunities to develop this skill ICT All units PLTS Independent Enquirers All units PLTS Creative Thinkers Unit 02 PLTS Reflective Learners Unit 03, Unit 04 PLTS Team Workers There are no specific opportunities to develop this skill 40

41 PLTS Effective Participators Unit 02, Unit 04 For further information please contact a member of the Research and Product Development team. 41

42 Section 5 Links to National Occupational Standards 42

43 Section 5 Links to National Occupational Standards We ve mapped this qualification against National Occupational Standards (NOS) in health and social care. As they complete this qualification, learners can gather evidence that may be used towards the knowledge requirements of a relevant competencebased qualification. The concepts within this qualification underpin a wide range of NOS. NCFE Unit number NOS unit number/title All units SCDHSC0024 Support the safeguarding of individuals Unit 01 Understand safeguarding in adult health and social care Unit 04 Understand dilemmas and public concerns in adult health and social care Unit 01 Understand safeguarding in adult health and social care Unit 02 Principles of dignity in adult health and social care practice SCDHSC0022 Support the health and safety of yourself and individuals SCDHSC0233 Develop effective relationships with individuals Unit 03 Understand duty of care in adult health and social care All units SCDHSC0023 Develop your own knowledge and practice 43

44 All units SCDHSC0335 Contribute to the support of individuals who have experienced harm or abuse All units SCDHSC0395 Contribute to addressing situations where there is a risk of danger, harm or abuse Unit 01 Understand safeguarding in adult health and social care Unit 02 Principles of dignity in adult health and social care practice SCDHSC0027 Support individuals in their daily living Unit 03 Understand duty of care in adult health and social care 44

45 Section 6 General information 45

46 Section 6 General Information Equal opportunities NCFE fully supports the principle of equal opportunities and opposes all unlawful or unfair discrimination on the grounds of ability, age, colour, culture, disability, domestic circumstances, employment status, gender, marital status, nationality, political orientation, racial origin, religious beliefs, sexual orientation and social background. NCFE aims to ensure that equality of opportunity is promoted and that unlawful or unfair discrimination, whether direct or indirect, is eliminated both in its own employment practices and in access to its qualifications. A copy of NCFE s Equal Opportunities Policy is available on request. Data protection NCFE is registered under the Data Protection Act and is committed to maintaining the highest possible standards when handling personal information. NCFE Q6 Quorum Business Park Benton Lane Newcastle upon Tyne Tyne and Wear NE12 8BT Tel: * Fax: service@ncfe.org.uk Website: NCFE Information in this qualification specification is correct at the time of publishing but may be subject to change. NCFE is a registered charity (Registered Charity No ) and a company limited by guarantee (Company No ). All the material in this publication is copyright. * To continue to improve our levels of customer service, telephone calls may be recorded for training and quality purposes. 46