Free Essay

Health and Social Care

In: Business and Management

Submitted By Subashsubedi
Words 2274
Pages 10
LECTURER JOB DESCRIPTION AND PERSON SPECIFICATION

Job Details

Post: Lecturer in Health and Social Care

Grade: Pay Scale Range Points: 20 to 35

Responsible to: Head of Department

Key Purpose: To plan, deliver and evaluate creative and innovative teaching and learning to learners from levels 1-3. To act as course/subject leader as deemed necessary. To adhere to and administrate Health and Safety policies and procedures. To assist in the coordination of recruitment, enrolment and induction of students. To contribute towards the planning and effective running of the curriculum and department.

Specific Responsibilities

1. To deliver high standards of teaching and learning and to monitor assessment processes in accordance with examination requirements. To be responsible for creating and maintaining a safe working environment.

• The delivery of Core and additional programmes including Key Skills/Functional Skills and additional support as appropriate.

• Producing schemes of work, lesson plans, assessment plans, learning materials and any other related activities that impact on the effectiveness of learning.

• To ensure compliance with collegiate Health and Safety policy.

• To ensure compliance with health and safety requirements/supervision of learners in vocational work placements

• To work pro-actively to forward the success and vision of the department.

2. To act as a course and/or subject team leader by undertaking the following responsibilities:

• Liaising and agreeing a programme of learning with the Head of Department i.e. choice of modules/units.

• Timing and scheduling of lessons and vocational placements.

• Identification of resource requirements i.e. staffing, specialist rooms, equipment, software, etc.

• Taking responsibility for IV, EV and final standards assessment, in line with exam board criteria.

3. To support the co-ordination, planning and delivery of pastoral and tutorial provision for students including acting as a personal tutor for students to:

• Design and deliver a tutorial curriculum in line with College requirements.

• Organise an induction programme for learners.

• Assist in the identification of students’ individual needs and in the co-ordination of relevant support to meet their needs.

• Liaise with Work Placement Coordinator to ensure that learners have access to appropriate vocational work experience

• Provide pastoral support to learners, liaising with central support staff where necessary.

• Monitor attendance and learning progress using Individual Learning Plans and Tutoring for Success review process

• Where appropriate, liaise with employers to monitor and evaluate learner progress

• Assist students to set challenging targets to aid learning and personal development.

• Ensure every learner receives careers education and guidance including an exit interview.

• Ensure that students have an opportunity to give feedback on their learning experience.

• Respond to concern notes from staff.

• Liaise with parents and carers.

• Ensure the timely completion of students’ progress reports and references to meet identified deadlines.

• Act as a point of contact for communications to and from students.

• Attend personal tutor forums.

4. To ensure that the subject/course team members have access to:

• External documents – Examination Awarding Body policies, processes and procedures.

• Internal documents – City of Bath College’s curriculum policy, strategies, processes and procedures.

5. To co-ordinate the arrangements for the initial assessment of:

• The attainment levels of learners in literacy, numeracy, ICT and language.

• Share the results with course team members.

6. To ensure that individual students’ learning needs are met through the provision of:

• Learning support i.e. literacy, numeracy, language and ICT

• Learner support

7. To plan and attend appropriate meetings with:

• External verifiers/moderators

• Liaison with external agencies i.e. Connexions and employers
8. To co-ordinate and maintain records of formative and summative assessments of students’ learning carried out by the subject/course team.

9. To co-ordinate and plan internal verification and/or moderation.

10. To communicate external examination entry and timetable arrangements to the subject/course team and students.

11. To evaluate the effectiveness of the course/subject through the application of the course/subject and evaluation process.

12. To arrange and minute subject/course team meetings.

13. To advise managers and, where appropriate, lead on relevant curriculum developments.

14. To produce an annual self-assessment action plan and regular course reviews to report on implementation to the appropriate manager.

15. To ensure that the subject/course team comply with student and course management procedures including administration such as the completion of registers.

16. To lead course planning and development to ensure that the provision meets the needs of learner and stakeholder i.e. employers and HE institutions.

17. To ensure that subject/course team members comply with the procedures for trips, visits and work experience.

18. To lead and manage the recruitment, admission, enrolment and induction of learners onto the course/subject.

19. To design the Assessment Plan to ensure effective learning and coverage in accordance with Awarding Body requirements and to liaise with department colleagues to ensure that assessment plan is cohesive and sensitive to student needs

20. To plan an effective induction programme with the course/subject team.

21. To ensure that the overall course/subject Schemes of Work are sufficient to deliver the subject/course specification.

22. To maintain and update subject/course file.

23. To undertake any other duties, as required, appropriate to the grade of the post.

24. To identify the professional development needs of the team and liaise with the Head of Department in order to meet these needs.

25. To lead the development of subject/course materials including on-line resources and the use of the College’s Virtual Learning Environment – Moodle.

26. To identify, share and embed good practice and resources in teaching, learning and assessment, personal tutoring, course/subject leadership and management.

27. To ensure that short-term and long-term targets are set with students and regularly reviewed by the subject/course team.

28. To undertake internal moderation/verification.

29. To lead the subject/course team and participate in other subject/course and College team meetings, to implement effective quality improvement plans, and undertake marketing activity for the department where appropriate.

Professional Conduct

Lecturers are expected to:

• Start classes on time

• Give good notice of any absence

• Keep up to date with developments in their subject area

• Keep accurate and up-to-date registers

• Adhere to general standards of conduct embodied in College policies and procedures (e.g. health and safety, equality and diversity, etc.)

• Be involved in the College’s quality assurance arrangements (induction, lesson observation, appraisal and gathering/analysing feedback from students with a view to implementing continual improvement to courses on an ongoing/annual basis.)

• Be involved in any inspection of the College by the OFSTED

• Work flexibly and efficiently, maintain the highest professional standards and promote and implement the policies of the College.

General

1 Within the limitations set out in the contract, working hours are flexible and can be subject to variation depending upon curriculum needs. They may, for example, include weekends and evenings. It is expected that holiday entitlement should be taken at times convenient to the curriculum offer.

2. This job description is current at the date shown below. In consultation with you and your trade union representatives if requested, it is liable to variation to reflect or anticipate changes in, or to, the College environment.

Date: July 2010
Person Specification

Post: Health and Social Care Lecturer
Department of Health, Humanities and Science

|Area to be assessed |Essential |Desirable |Assessment |
|Qualifications |Degree level qualification |Professional qualification at level 3 (minimum) in|Original certificates (candidate|
| |A teaching qualification (or a willingness to work towards |a related health and/or social care field |to bring to interview) |
| |one within a stipulated time period) | | |
|Continuing Professional|Formal records of your CPD to date (with specific reference |Continuing Professional Development/Student |CPD record – portfolio, |
|Development (CPD) |to any CPD directly related to this post) |Portfolio to show: |certificates, etc. (candidate to|
| |A personal commitment to keeping your professional knowledge|Work experience/on the job training; |bring to interview) |
| |up to date and improving your capabilities |qualifications; short courses; informal learning | |
| | |such as reading; attending an event; personal | |
| | |development; out-of-work activities | |
|Knowledge |Current knowledge of one or more fields of Health and |Knowledge of the issues, trends and initiatives in|Personal statement on |
| |Social Care practice |the Further Education sector |application form |
| |Current or potential issues in health and/or social care | |Formal face to face interview |
| |practice that may impact on curriculum delivery |Current curriculum | |
| |Career opportunities for 16-18 & 19+ learners in |Developments in Skills | |
| |health/social care sector |for Life and how it affects learning strategies | |
| | |E-literacy and competence in using ICT (and | |
| | |associated networks and systems) | |
|Experience |Relevant experience in a teaching position in |Experience of curriculum development |Personal statement on |
| |FE/secondary/professional environment | |application form |
| |Recent, relevant experience in health/social care sector |Experience of teaching Functional/Key/Basic |Formal face to face interview |
| | |Skills. | |
| |Practical experience of classroom management | | |
| | |Experience of working with 14-16 year old learners| |
| |Experience of working with 16-18, 19+ learners | | |
| | |Experience of course leadership | |
|Skills and Qualities |A creative and imaginative approach to student-centred |An ability to deal with large groups of young |Personal statement on |
| |teaching |adults in a range of situations |application Form |
| |Good analytical skills and a methodical approach to tasks / |Can reflect and evaluate upon own performance and |Formal face to face interview |
| |problems |plan for future practice | |
| |An ability to work well as a member of a teaching team to | | |
| |provide quality education to all students |A commitment to reflective practice professional |Personal statement on |
| |Good oral and written communication skills – a capacity to |development and performance improvement. |application Form |
| |deal effectively with staff, students, parents, employers | |Formal face to face interview |
| |and others |Full clean driving licence | |
| | | | |
| |Able to identify, interpret and apply specific knowledge to | | |
| |teaching practice to enhance learning | | |
| | | | |
| |Flexibility and the capacity To work under pressure and meet| | |
| |deadlines | | |
| | | | |
| |Able to deal promptly and effectively with inappropriate | | |
| |behaviour in the classroom | | |
| | | | |
| |Able to prepare effective written and visual teaching | | |
| |materials including the effective use of Information | | |
| |Learning Technology e.g. Virtual Learning Environments, | | |
| |PowerPoint supported software such as Turning Point | | |
| | | | |
| |Demonstrate behaviour consistent with College values | | |
| | | | |
| |Proven ability to maintain a professional approach in line | | |
| |with College values while under pressure | | |
| | | | |
| |Ability to relate effectively and sensitively to students | | |
| |and staff from a variety of backgrounds and cultures | | |
| | | | |
| |Be committed to playing a full part in leading team building| | |
| |and development | | |
| | | | |
| |Must demonstrate a strong commitment to equality and | | |
| |diversity and how it affects classroom practice | | |
| |Must demonstrate a strong commitment to quality assurance | | |
| |and customer care | | |

JOB DESCRIPTION

Title: Lecturer/ Senior Lecturer/Reader

Department: Computer Science

Reports to: Head of Department
Grade: Lecturer/Senior Lecturer/Reader, as appropriate Main purpose of the job: To carry out research, teaching and administration within the Department, especially in the area of Computer Science Main duties and responsibilities: 1. To teach at undergraduate and graduate level in areas allocated by the Head of Department and reviewed from time to time by the Head of Department. 2. To carry out research and produce publications, or other research outputs, in line with personal objectives agreed in the Staff review process. 3. To obtain research funding support. 4. To engage with the broader scholarly and professional communities. 5. To supervise or assist with supervision of undergraduate, taught graduate (Masters) or research graduate (MPhil/PhD) students. 6. To contribute to the development, planning and implementation of a high quality curriculum. 7. To assist in the development of learning materials, preparing schemes of work and maintaining records to monitor student progress, achievement and attendance. 8. To participate in departmental and faculty seminars aimed at sharing research outcomes and building interdisciplinary collaboration within and outside the department. 9. To participate in the development, administration and marking of exams and other assessments. 10. To provide pastoral care and support to students. 11. To participate in the administration of the department’s programmes of study and other activities as requested. 12. To contribute to departmental, faculty, or UCL-wide working groups or committees as requested. 13. To maintain own continuing professional development. 14. To actively follow and promote UCL policies, including Equal Opportunities. 15. To maintain an awareness and observation of fire and health and safety regulations. PERSON SPECIFICATION The person appointed is likely to have the skills and experience listed below.

1. Knowledge Essential: A strong knowledge of the subject area combined with a broad subject background enabling contributions to teaching programmes 2. Skills Essential: Excellent interpersonal, oral and written communication skills. Proven record of ability to conduct high quality research which is reflected in the authorship of high quality publications, or other research outputs, in the areas of computer science.
Desirable: Proven record of ability to manage time and work to strict deadlines. Evidence of ability to teach and to supervise academic work by undergraduates, masters and doctoral students 3. Aptitude Essential: Ability to work collaboratively 4. Qualifications Essential: PhD
Desirable: Membership of a relevant professional organisation 5. Previous Experience Essential: Research in computer science
Desirable: Assessment of student work. Curriculum design. Engagement with scholarly/professional community Pastoral care of students. 6. Personal Qualities Essential: Commitment to academic research Commitment to high quality teaching and fostering a positive learning environment for students Commitment to continuous professional development Commitment to public communication Commitment to UCL’s policy of equal opportunity and the ability to work harmoniously with colleagues and students of all cultures and backgrounds.

[pic]
-----------------------
On appointment:

• Unqualified new full-time and part-time lecturers will be required to gain a Certificate in Education or equivalent within 2 – 4 years of appointment (2 for full-time staff; longer for fractional staff dependent on contract).

• Failure to do so will be regarded as a breach of contract.

Similar Documents

Premium Essay

Health and Social Care

...Qualification (Course code) | F12122BTEC Diploma Health Studies / Health & Social Care | Unit Number and Title | Unit 6: Personal and Professional Development | Assignment Number & Title | Assignment 1 | Issue date | Week commencing 22/2/16 | Submission date | Week commencing 7/3/16 | Assessor | Debbie Hilton | IQA | Alyson Blud | Grading Criteria:(P1): Explain key influences on the personal learning processes of individuals. (P2): Assess own knowledge, skills, practice, values, beliefs and career aspirations at start of the programme(P3): Produce an action plan for self-development and achievement of own personal goals(M1): Assess the impact of key influences on the personal learning processes on own learning(D1): Evaluate how personal learning and development may benefit others | Scenario: Must be vocationalYou work for a health and social care service provider and you are developing your personal and professional development portfolio. The portfolio aims to enable you to understand the learning process and to give you the skills needed to plan for, monitor and reflect on your professional development. A minimum of 100 hours of work experience, in addition to the guided learning hours, is required for successful completion of this unit. | Task 1: Complete the electronic chart from Moodle (upload to vital) explaining the key influences on personal learning processes of individuals it should include the following: (P1) * Theories of learning: i.e.......

Words: 826 - Pages: 4

Premium Essay

Health and Social Care

...partnerships also co-ordinates in order to ensure that, each professional's effort are acted upon, and to ensure that each practitioner is aware of what the others are doing. The children Act 1989 laid the foundation for inter-agency and inter-professional collaborations. In order to clearly explain the benefits of interagency partner in health and social care I will look at some real life situation (case study) and show how the agencies collaborate to focus on the holistic wellbeing of the patient. Case Study John is a 69 years old man and he lives alone. Four months ago, he was diagnosed with neuritis disease and he is been advised by his GP to undergo surgery to remove the damaged nerve but he is nervous about the surgery. As a result of his condition, he has been having difficulty with walking and he has to quit his job. He has started drinking in the evenings and also got a liver problem and because of these problems, he is depressed. The ranges of professionals that are working with John to ensure that he gets the best of care include the following: The first point of contact for John is the General Practitioner (GP). He was the health professional who diagnosed him of neuritis (Neuritis is the inflammation of the nerves, involving a single nerve or a series of nerves). The GP also prescribed mild anti-depressants to help reduced some of the depression that he is feeling and also to help him have a positive relationship with his neighbours...

Words: 2673 - Pages: 11

Premium Essay

Health and Social Care

...COMMUNICATION AND INTERPERSONAL INTERACTION IN A HEALTH AND SOCIAL CARE CONTEXT ONE TO ONE INTERACTION Effective communication is a conversation in which no one becomes confused by the other person's implication. The first thing you need to do to guarantee effective communication is to use consideration. The second thing is to ask Illustrative Questions; questions that attempt to uncover the other person's genuine meaning. An effective conversation can similarly mean a conversation in which something is accomplished. It can be a conversation in which two people both enjoy the conversation, learn something or get help with something, for example if Me and my Mother went to the GP, I would want the doctor to have a one on one with me and not my Mother because I am the one with the problem. One-to-one communication proficiencies are required for basic everyday communications in health and social care settings. They are also needed to form and sustain compassionate relationships with work associates and people who use care facilities. GROUP INTERACTION Communication in group situations is vital for social, intelligent and sensitive development. Health and social care workers converse in group situations when they contribute in: * Report or assignment meetings where individuals’ needs are conversed * Case meetings and release conferences * Beneficial and activity groups * Meetings with families and bosses of care societies. The communication skills we use......

Words: 377 - Pages: 2

Premium Essay

Health and Social Care

...title Pearson BTEC Level 4/5HNC/D Diploma Health and Social Care Unit 9: Empowering Users of Health and Social Care Services https://www.netessays.net/viewpaper/130575.html http://hndassignments.co.uk/courses/unit-9-empowering-users-health-social-care/ Student name Assessor name Fidelia Chukwuenweniwe Date issued Submission date Re-assessment date 17/02/2016 Task 1 and Task 2 Thursday 14th April 2016 Task 3 and Task 4 Thursday 28th April 2016 Assignment title Empowering Users of Health and Social Care Services Learning Outcome Learning Outcome Assessment Criteria In this assessment you will have the opportunity to present evidence that shows you are able to: Task no. LO1 Understand how the design and review of services promotes and maximises the rights of users of health and social care services 1.1 Explain how the current legislation and sector skills standards influence organisational policies and practices for promoting and maximizing the rights of users of health and social care services 1 1.2 Analyse factors that may affect the achievement of promoting and maximising the rights of users of health and social care services 1 1.3 Analyse how communication between care workers and individuals contribute to promoting and maximizing the rights of users of health and social care services 1 LO2 Understand how to promote the participation and independence of users of health and social care services 2.1 Explain factors that......

Words: 2577 - Pages: 11

Premium Essay

Health and Social Care

...Independence of older people The older people’s health and wellbeing Framework reference group was established on 21 June 2010. It is a group of older people with experience as users and carers of health and social care services. Its guide is to provide comments and recommendations on a draft service framework document commissioned by the department of health, social services and public safety on the health and wellbeing of older people. For older people, independence is about choice and control. They value helping others as well as receiving help themselves. They also value good housing in safe, friendly neighbourhoods; getting out and about and keeping busy; an adequate income, good information and good access to healthcare. National policies already offer many opportunities to refocus local services in order to promote greater independence and well-being for older people, although better organisation is needed. Mr Ronald (age 81) was referred to the hospital social work team for older people following his admission to the acute psychiatric ward for older people; under section 2 of the Mental Health Act 1983 (an approved social worker from the adult mental health team undertook the assessment). The admission followed a worsening in Mr Wilson’s mental health and an incident in which he apparently threatened his home help with a knife. Mr Wilson had been diagnosed three years previously with Alzheimer’s and at that time the community-based social work team had arranged......

Words: 6659 - Pages: 27

Premium Essay

Health and Social Care

...communication and interpersonal interaction within a health and social care context. Introduction: In my Unit 1: Developing Effective Communication in Health and Social Care assignment which is task 1, I will be explaining the importance and why should health care professionals develop their effective communication skills and interpersonal interaction as they will be dealing a wide range of people within health and social care context. Effective communication in health and social care Effective communication is when two or more people communicate effectively without having difficulties to get the message across; it means that when they interact both verbally and non-verbally the other person will not misinterpret the message. Listening attentively is a key skill that can be use to communicate effectively.This will ensure that the other person will not get the wrong idea of the message other than that it is also important to ensure that the information received is accurate; one must clarify by asking questions to find out the exact meaning of the message to avoid conflict and misunderstanding. Furthermore, communicating clearly using appropriate body language, gesture, verbal and non-verbal cues will give the correct information that the other person need. In health and social care, it is important to communicate effectively with the patients, service users and their family and relatives.Working in a health and social care setting can be very challenging, as they......

Words: 1085 - Pages: 5

Premium Essay

Health and Social Care

...Introduction For m2 I have been asked to discuss how discriminatory practice can be avoided in health and social care settings. I will use relevant examples to identify five forms of discrimination and to show how service users can be discriminated against and make suggestions on how these discriminations can be prevented. To discriminate means to make choices based upon categories, for example to hire someone of European descent and not people of African descent. There are a number of different ways that an individual can be discriminated against in health and social care settings or services as well as in everyday life. Some forms of discrimination are clear to see, such as use of racist language, whereas others are more subtle and discreet. Discrimination occurs when someone’s prejudice affects the way they treat other people. In a health and social care proffesions it is important that practitioners such as nurses and carers do not allow their prejudice to influence the way they treat service users. There are four different forms of discrimination – 1. Unfair discrimination is when an individual is treated unfairly in contrast to someone else. An example of unfair discrimination is an individual not being considered for a job because they are older then another candidate, despite having the same experience and qualifications. 2. Direct discrimination is when someone is rude, hostile or offensive, when an individual is treated less favourably then another...

Words: 1373 - Pages: 6

Premium Essay

Health and Social Care

...Edexcel BTEC Level 2 Certificate, Extended Certificate and Diploma in Health and Social Care (QCF) Unit 7: Anatomy and Physiology for Health and Social Care Assignment 7 Contents Index | | Page No | Learner details* | | 3 | Learner tracker* | | 3 | Learner declaration* | | 3 | Aim and purpose | | 4 | Unit introduction | | 4 | Learning outcomes | | 5 | Unit contents | | 7 | Essential Resources | | 8 | Assessment brief | | 9 | Task 1 | P1 | 10 | Task 2 | P2/M1/D1 | 10 | Task 3 | P3 | 11 | | | | Task 4 | P4/M2 | 11 | Task 5Task 6 | P5P6/M3/D2 | 1112 | | | | | | | * Must be submitted with learner’s evidence. Assignment 7 – Unit 7: Anatomy and Physiology for Health and Social Care Learner Name: Assessor Name: Issue Date: Deadline Date: Submission Date: Learner Tracker Assignment 1 | Assessment Criteria | Completed | Grade | Task 1 | | | | Task 2 | | | | Task 3 | | | | Task 4 | | | | Task 5 | | | | Task 6 | | | | ------------------------------------------------- Learner Declaration ------------------------------------------------- The learner declaration must be attached to the completed portfolio of evidence. ------------------------------------------------- Learner Name: ------------------------------------------------- I declare that the work contained in this portfolio of evidence is all my own......

Words: 2092 - Pages: 9

Free Essay

Health and Social Care

...Unit Title: Promote person centred approaches in health and social care Unit sector reference: HSC 036 Level: 3 Credit value: 6 Guided learning hours: 41 Unit accreditation number: Y/601/8145 Unit purpose and aim This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to implement and promote person centred approaches. Learning Outcomes The learner will: Assessment Criteria The learner can: 1 1.1 Explain how and why person centred values must influence all aspects of health and social care work 1.2 Evaluate the use of care plans in applying person centred values Understand the application of person centred approaches in health and social care Exemplification Person centred values include:  Individuality  Rights  Choice  Privacy  Independence  Dignity  Respect  Partnership A care plan may be known by other names eg support plan, individual plan. It is the document where day to day requirements and preferences for care and support are detailed 2 Be able to work in a person centred way © OCR 2010 2.1 Work with an individual and others to find out the individual’s history, preferences, wishes and needs 2.2 Demonstrate ways to put person centred values into practice in a complex or sensitive situation 2.3 Adapt actions and approaches in response to an individual’s changing needs or preferences ...

Words: 1159 - Pages: 5

Premium Essay

Health and Social Care

...body and doesn’t spread across or through the body. Bacterial infections are normally treated with a cause of antibiotics. Viruses: are made up of genes and proteins that spread throughout the body by invading the body’s own cells so they can reproduce and multiply in the body. They use the body’s cells as a host because they are unable to multiply on their own. They are normally spread directly from human to human. Viruses can be very tough and there are not many effective medicines available for viral diseases. There are currently 21 families of viruses known to cause disease in humans. Fungi: like to grow in warm, moist places. Some fungi can be beneficial to us such as penicillin, but certain types of fungi can be harmful to our health. Like bacteria and viruses, some fungi can act as pathogens. Human fungal diseases can occur due to infection or fungal toxins. Symptoms for fungal diseases can be as common as itching, coughing, fever, wheezing, but they can also be as serious as meningitis or even death Parasites are organisms that use other organism for its survival. They draw nourishment and other needs from its host organism. Parasites that cause infection and disease are known as Pathogenic parasites 1.2. Identify common illnesses and infections caused by bacteria, viruses, fungi and parasites Bacteria: Ecoli/food poisoning, MRSA, CDIF, Sickness and diarrhea Viruses: Common cold, Influenza, Chicken pox, Cold sores,...

Words: 3772 - Pages: 16

Premium Essay

Health and Social Care

... | |OCR Level 3 Cambridge Technical Diploma in Health and Social Care |Unit 1:Developing Effective Communication In Health and Social Care | |Year 1 | | |Learner name | Assessor name | | |R.BENNETT / V.VINCENT / A.ISLAMI / S.TAYLOR | |Date issued |Deadline |Submitted on | |Tasks will be launched throughout the |All criteria to be met by January 15th 2016 | | |semester to meet needs of individual teaching| | | |groups | | | | | | |Assignment title |Effective Communication in Health & Social Care ...

Words: 1470 - Pages: 6

Premium Essay

Health and Social Care

...BTEC Level 3 National Health and Social Care uncorrected first proofs issued by marketing 2010. This material is © Hodder Education 2013 and should not be redistributed. Contents Walkthrough About the authors and Photo credits Core units vii ix Unit 1 Developing Effective Communication in Health and Social Care Understand effective communication and interpersonal interaction in health and social care Understand factors that influence communication and interpersonal interaction in health and social care environments Understand ways to overcome barriers in a health and social care environment Be able to communicate and interact effectively in a health and social care environment 1 2 13 15 18 Unit 2 Equality, Diversity and Rights in Health and Social Care Understand concepts of equality, diversity and rights in relation to health and social care Know discriminatory practices in health and social care Understand how national initiatives promote anti-discriminatory practice Know how anti-discriminatory practice is promoted in health and social care settings 21 21 30 34 39 Unit 3 Health, Safety and Security in Health and Social Care Understand potential hazards in health and social care Know how legislation, policies and procedures promote health, safety and security in health and social care settings Be able to implement a risk assessment Understand priorities and responses in dealing with incidents ......

Words: 11134 - Pages: 45

Premium Essay

Health and Social Care

...Cambridge TECHNICALS OCR LEVEL 3 CAMBRIDGE TECHNICAL CERTIFICATE/DIPLOMA IN HEALTH AND SOCIAL CARE PSYCHOLOGICAL PERSPECTIVES FOR HEALTH AND SOCIAL CARE A/601/2404 LEVEL 3 UNIT 7 GUIDED LEARNING HOURS: 30 UNIT CREDIT VALUE: 5 PSYCHOLOGICAL PERSPECTIVES FOR HEALTH AND SOCIAL CARE A/601/2404 LEVEL 3 UNIT 7 AIM OF THE UNIT Psychology is the study of the human mind and behaviour. This unit aims to explain the reasons people do the things they do when it comes to health and wellbeing. The mind and the body are interlinked, e.g. stress caused by daily hassles or lifestyle can have a detrimental effect on the body’s immune system and can lead to serious illness. Psychologists have given us many ways to explain human behaviour and this unit is designed to enable learners to apply what they have learnt to their own practice; from helping people overcome emotional problems to dealing with challenging behaviours. The knowledge and understanding gained throughout the unit will benefit all those who work with others, be it people who use services, their friends and family, and other professionals. A wide range of perspectives is covered which can then be applied to many different health and social care settings. The behaviourists and social learning theorists can help to explain how health related behaviours are learnt as well as ways to teach new behaviours to people who use services. The humanists, on the other hand, provide us with a set of guidelines for working......

Words: 2357 - Pages: 10

Premium Essay

Health and Social Care

...BTEC First Award in Health & Social care [pic] Course handbook September 2012 onwards Dear Student Welcome to the BTEC First award in Health & Social care You have chosen this course and this handbook is designed to give you an insight into how the course will be run. The BTEC first award is a 120 guided learning hour course which will give you a vocational qualification. It will give you the knowledge, understanding and skills to help prepare you for employment or to lead on to further areas of study. The course consists of 4 core units for the complete qualification which have specific learning outcomes. Three units have been broken down into assignment tasks which form part of a number of central assignment briefs. In addition, there will be an external examination to assess the remaining unit. The tasks cover different assessment criteria and are designed for you to produce finished pieces of work which also compliment and act as learning tools for each other and produce a complete interrelating body of work. As the course is vocational you will be visiting places of work, meeting and working with practising scientists and learning how to develop science with a set purpose. You will be able to discuss and evaluate the progress and end results of your work. You will also look at a variety of issues within the health and social care sector. The assignment tasks will be assessed and internally verified by your teachers and an......

Words: 6048 - Pages: 25

Premium Essay

Health & Social Care

...Centre Name: East End College of Business and ComputingAnd | Centre no: 10562 | Course title | Unit number and title | BTEC HIGHER NATIONAL HEALTH AND SOCIAL CARE: LEVEL-5 | Unit 16: Understanding specific needs in health & social care | Student name Student ID | Assessor name | | Margaret Amankwah | Date issued | Completion date | Submitted on | | | | | | Assignment title | Understanding specific needs in health and social care | Assignment Overview: Individuals have a wide & diverse range of demands & care needs. The aim of this assignment is to make a better understanding of these demands & needs within the health & social care service system & the development of these settings to ensure the empowerment of the service users. TABLE OF CONTENTS | TOPICS | PAGE NO | Introduction | …………………….4 | Task : 1 : Understanding perceptions of health , disability , illness & behavior | Task 1A | AC : 1.1 & 1.2 | …………………….5 | Task 1B | AC : 1.3 | …………………….6 | Task : 2 : Understanding how health & social care services & systems support individuals with specific needs | Task 2A | AC : 2.1 | …………………….7 | Task 2B | AC : 2.2 & 2.3 | …………………….7 | Task : 3 : Understanding approaches & interventions strategies that support individuals with specific needs | Task 3A | AC : 3.1 & 3.2 | …………………….9 | Task 3B | AC :......

Words: 3079 - Pages: 13