HNs Health and Social Care Specification

BTEC
Edexcel Level 4
BTEC Higher Nationals in
Health and Social Care
October 2004
Guidance and units

Edexcel Level 4 BTEC Higher Nationals in
London Qualifications is one of the leading examining and awarding bodies in the UK and
throughout the world. It incorporates all the qualifications previously awarded under the
Edexcel and BTEC brand. We provide a wide range of qualifications including general
(academic), vocational, occupational and specific programmes for employers.
Through a network of UK and overseas offices, our centres receive the support they need to
help them deliver their education and training programmes to learners.
For further information please call Customer Services on 0870 240 9800, or visit our website at
www.edexcel.org.uk
References to third-party material made in this specification are made in good faith. London
Qualifications does not endorse, approve or accept responsibility for the content of materials,
which may be subject to change, or any opinions expressed therein. (Material may include
textbooks, journals, magazines and other publications and websites.)
Authorised by Jim Dobson

Prepared by Phil Myers
Publications Code E014437
All the material in this publication is copyright
© London Qualifications Limited 2004
EDEXCEL LEVEL 4 BTEC HIGHER NATIONALS
IN HEALTH AND SOCIAL CARE
BTEC Higher National Certificate in Health and Social Care
BTEC Higher National Diploma in Health and Social Care

(Management)

(Management)

(Health)

(Health)

(Applied Social Studies)


(Care Practice)

(Care Practice)
Contents
Qualification titles covered by this specification 1

Edexcel qualifications in the National Qualifications
Framework 2
Introduction 3
Structure of the qualification 3
BTEC Higher National Certificate 3
BTEC Higher National Diploma 3
Key features 14
Professional body recognition 15
National Occupational Standards 15
Qualification Requirement 15
Higher-level skills 16
BTEC Higher National Certificate 16
BTEC Higher National Diploma 16
Endorsed titles 17
Teaching, learning and assessment 17

Unit format 17
Learning and assessment 18
Grading Higher National units 19
Grade descriptors 21
Accreditation of Prior Learning (APL) 23
Quality assurance of BTEC Higher Nationals 23

Centre and programme approval 23
Monitoring centres’ internal quality systems 24
Independent assessment: the role of the external examiner 24
Programme design and delivery 25
Mode of delivery 25
Resources 26
Delivery approach 26
Meeting local needs 26
Locally-devised specialist units 27
Limitations on variations from standard specifications 27
Work experience 27
Access and recruitment 28

Restrictions on learner entry 28
Learners with particular requirements 29
The wider curriculum 29

Spiritual, moral, ethical, social and cultural issues 29
Environmental issues 29
European developments 29
Health and safety issues 30
Equal opportunities issues 30
Legislation issues 30
Useful publications 30
How to obtain National Occupational Standards 31
Professional development and training 31

Further information 32
Core units 33
Unit 1: Communicating in Health and Social Care Organisations 35
Unit 2: Principles of Practice 41
Unit 3: Ensuring Health and Safety 49
Unit 4: Continuing Development A 55
Unit 5: Working in Partnership 63
Unit 6: Health and Social Care Research Project 69
Specialist units 75
Unit 7: Social Policy 77
Unit 8: The Social Context of Health and Social Care 83
Unit 9: Ensuring Best Outcomes for Individuals 89
Unit 10: Understanding Abuse 95
Unit 11: Public Health 101
Unit 12: Physiology for Health 107
Unit 13: Managing Human Resources in Health and Social Care 115
Unit 14: Managing Financial Resources in Health and Social Care 121
Unit 15: Psychology for Health and Social Care 127
Unit 16: Understanding Specific Needs 133
Unit 17: Community Development Work 139
Unit 18: Complementary Therapies 145
Unit 19: Contemporary Issues in Health and Social Care 151
Unit 20: Assistive Technologies 157
Unit 21: Supporting Significant Life Events 163
Unit 22: Developing Counselling Skills 169
Unit 23: Continuing Development B 175
Unit 24: Understanding Learning 183
Unit 25: Assessing and Developing Others 189
Unit 26: Leadership and Organisations 195
Unit 27: Facilitating Change in Health and Social Care 201
Unit 28: Managing Quality in Health and Social Care 207
Unit 29: Project Management in Health and Social Care 213
Unit 30: Vocational Practice in Health and Social Care 219
Annex A 225
Qualification codes 225
QCA codes 225
Edexcel codes 225
QCA and Edexcel codes 225
Annex B 227
Qualification Requirement 227
Annex C 233
Wider curriculum mapping 233
Annex D 235
National Occupational Standards S/NVQ Level 4 in Care 235
Annex E 237
National Occupational Standards in Management 237
Qualification titles covered by this specification
Edexcel Level 4 BTEC Higher National Certificate in Health and Social Care
(Management)
Edexcel Level 4 BTEC Higher National Certificate in Health and Social Care (Health)
(Care Practice)
Edexcel Level 4 BTEC Higher National Diploma in Health and Social Care
(Management)
Edexcel Level 4 BTEC Higher National Diploma in Health and Social Care (Health)
(Care Practice)
These qualifications have been accredited to the National Qualifications Framework (NQF).
The Qualification Accreditation Numbers (QANs) for these qualifications are listed in Annex A.
These qualification titles are as they will appear on the learner’s certificate. Learners need to be
made aware of this when they are recruited by the centre and registered with Edexcel.
Providing this happens, centres are able to describe the programme of study leading to the
award of the qualification in different ways to suit the medium and the target audience.
E014437 – Guidance and units – Edexcel Level 4 BTEC Higher Nationals in Health and Social Care 1
– Issue 1 – October 2004
Edexcel qualifications in the National Qualifications Framework
NQF level
BTEC Professional Award, Certificate, Key skills level 5 NVQ level 5
Diploma
BTEC Higher National Diploma

BTEC Higher National Certificate Key skills level 4 NVQ level 4
BTEC Professional Award, Certificate,

Diploma
BTEC National Diploma
BTEC National Certificate Key skills level 3 GCE A Level NVQ level 3
BTEC National Award GCE AS Level
VCE
BTEC Diploma in Foundation Studies (Art AEA
and Design)
BTEC Award, Certificate, Diploma

BTEC First Diploma Level 2 Certificate in Key skills level 2 GCSE (A*–C) NVQ level 2
Adult Numeracy GCSE (Double Awards) (A* A*–CC)
BTEC Award, Certificate, Diploma Level 2 Certificate in GCSE (Short Courses) (A*–C)
Adult Literacy Intermediate GNVQ
BTEC Introductory Certificate Level 1 Certificate in GCSE (D–G)

BTEC Introductory Diploma Adult Numeracy Key skills level 1 GCSE (Double Awards) (DD–GG) NVQ level 1
Level 1 Certificate GCSE (Short Courses) (D–G)
BTEC Award, Certificate, Diploma in Adult Literacy Foundation GNVQ
Entry Level Certificate in Skills for Working Entry Level Certificate in
Life Adult Numeracy Entry Level Certificates
Entry Level Certificate in Personal Skills Entry Level Certificate in
Adult Literacy
2 E014437 – Guidance and units – Edexcel Level 4 BTEC Higher Nationals in Health and Social Care
Introduction
This document contains the units and associated guidance for the National Qualifications
Framework (NQF) Edexcel Level 4 BTEC Higher Nationals in Health and Social Care. Each
unit sets out the required outcomes and content and includes advice regarding appropriate
delivery and assessment strategies. The guidance contains further details of the teaching,
learning, assessment and quality assurance of these qualifications. It includes advice about
Edexcel’s policy regarding access to its qualifications, the design of programmes of study and
delivery modes.
Structure of the qualification
BTEC Higher National Certificate
The BTEC Higher National Certificate in Health and Social Care is a 10-unit qualification of
which five units are core.
The BTEC Higher National Certificate programme must contain a minimum of five units
designated at H2 level.
The BTEC Higher National Certificate contains a mandatory requirement for 200 hours work
experience (see Work experience section on page 27).
The BTEC Higher National Diploma in Health and Social Care is a 16-unit qualification of
which six units are core.
The BTEC Higher National Diploma programme must contain a minimum of eight units
The BTEC Higher National Diploma contains a mandatory requirement for 200 hours work
experience (see Work experience section on page 27).
Structure of Edexcel Level 4 BTEC Higher National Certificate in Health and Social
Care
Unit level
Unit No Core units — all units must be taken
H1 or H2
1 Communicating in Health and Social Care H1
2 Principles of Practice H2
3 Ensuring Health and Safety H1
4 Continuing Development A H1
5 Working in Partnership H2
Specialist units — choose five units
6 Health and Social Care Research Project H2
7 Social Policy H2
8 Social Context of Health and Social Care H1
9 Ensuring Best Outcomes for Individuals H2
10 Understanding Abuse H1
11 Public Health H2
12 Physiology for Health H1
13 Managing Human Resources in Health and Social Care H2
14 Managing Financial Resources in Health and Social Care H1
15 Psychology for Health and Social Care H2
16 Understanding Specific Needs H1
17 Community Development Work H2
18 Complementary Therapies H1
19 Contemporary Issues in Health and Social Care H2
20 Assistive Technologies H2
21 Supporting Significant Life Events H2
22 Counselling Skills Development and Practice H1
23 Continuing Development B H2
24 Understanding Learning H2
25 Assessing and Developing Others H1
26 Leadership and Organisations H1
27 Facilitating Change in Health and Social Care H2
28 Managing Quality in Health and Social Care H2
29 Project Management in Health and Social Care H2
30 Vocational Practice in Health and Social Care H2
The BTEC Higher National Certificate programme must contain a minimum of five units
Care (Management)
Unit level
Unit No Core units A — all units must be taken
H1 or H2
14 Managing Financial Resources in Health and Social Care* H1
Specialist units A — choose two units
9 Ensuring Best Outcomes for Individuals* H2
21 Supporting Significant Life Events* H2
Specialist units B — choose one unit only
7 Social Policy H2
11 Public Health H2
The Higher National Certificate must include a minimum of five units at H2 Level
* Units link closely to the NVQ for Registered Managers (Adults)
Care (Health)
Unit level
H1 or H2
11 Public Health H2
Specialist units B — choose one unit
7 Social Policy H2
The Higher National Certificate must include a minimum of five units at H2 Level
Care (Applied Social Studies)
Unit level
H1 or H2
7 Social Policy H2
11 Public Health H2
The Higher National Certificate must contain a minimum of five units at H2 level
Care (Care Practice)
Unit level
H1 or H2
7 Social Policy H2
11 Public Health H2
The Higher National Certificate must contain a minimum of five units at H2 level
Structure of Edexcel Level 4 BTEC Higher National Diploma in Health and Social
Care
Unit level
Unit No Core units — all units must be taken
H1 or H2
Specialist units — choose ten units
7 Social Policy H2
11 Public Health H2
Care (Management)
Unit level
H1 or H2
13 Managing Human Resources In Health and Social Care H2
14 Managing Financial Resources in Health and Social Care* H1
Specialist units A — choose four units
9 Ensuring Best Outcomes for Individuals * H2
21 Supporting Significant Life Events* H2
Specialist units B — choose four units
7 Social Policy H2
11 Public Health H2
* Units link closely to the NVQ for Registered Managers (Adults)
Care (Health)
Unit level
H1 or H2
11 Public Health H2
7 Social Policy H2
Care (Applied Social Studies)
Unit level
H1 or H2
7 Social Policy H2
11 Public Health H2
Care (Care Practice)
Unit level
H1 or H2
7 Social Policy H2
11 Public Health H2
Key features
The development of National Minimum Standards and the establishment of the National Care
Standards Council has meant that those practising personal care in health and social care
settings must have achieved a minimum standard of education. The Higher Nationals in Health
and Social Care have been developed to underpin the vocational practice requirements of the
National Minimum Standards and therefore give learners the contextual knowledge to progress
in their employment area.
The programmes also meet with government policies, such as ‘Aim Higher’, to improve access
to higher education. The Higher Nationals in Health and Social Care originate from a
vocational setting and have been designed to enable progression from a vocational route as well
as from academic study.
BTEC Higher Nationals are designed to provide specialist vocational programmes, linked to
National Occupational Standards where appropriate, with a strong work related emphasis. The
qualifications provide a thorough grounding in the key concepts and practical skills required in
the sector. BTEC Higher Nationals offer a strong emphasis on practical skills development
alongside the development of requisite knowledge and understanding in the sector. Learners are
attracted to these strong vocational programmes of study that meet individual progression needs
whether this is into employment or to further study on a degree or professional course.
A key progression path for BTEC Higher National Certificate and Diploma learners is to the
second or third year of a degree or honours degree programme, depending on the match of the
BTEC Higher National units to the degree programme in question.
BTEC Higher Nationals in Health and Social Care have been designed to:
• equip individuals with underpinning knowledge, understanding and skills for success in
employment in the health and social care sector at supervisory or management levels
• provide specialist studies relevant to individual vocations and professions in which learners
are working or in which they intend to seek employment in the health and/or social care
sector
• develop the ability of learners to contribute to the health and social care environment
through effective use and combination of the knowledge and skills gained in different parts
of the programme
• develop skills and techniques, and personal qualities and attitudes essential for successful
performance in working life and thereby enable learners to make an immediate contribution
to employment
• develop transferable skills and knowledge which will enable individuals to meet changing
circumstances, whether moving within their own area of employment, promotion to a
supervisory or management position or general changes in the provision or environment of
health and social care
• prepare individuals to progress to further professional development of higher-level skills
through to future study or career advancement
• enable study to be supported by vocational practice when this is considered desirable for
the chosen progression within the sector
• enable focused study in defined areas of the health and social care sector with specialist
designed units.
Professional body recognition
The BTEC Higher Nationals in Health and Social Care have been developed with career
progression and recognition by professional bodies in mind. It is essential that learners gain the
maximum benefit from their programme of study.
The professional bodies for the professions allied to health recognise only specifically tailored
qualifications. However, a new role of Assistant Practitioner within the health service and the
Advanced Practitioner role within social care, is evolving, for whom Higher Nationals in Health
and Social Care qualifications are most appropriate. Edexcel will continue to seek recognition
for learners who hold these qualifications.
Further details of professional body recognition and exemptions for BTEC Higher Nationals are
given in the publication BTEC Professional Recognition which is available on Edexcel’s
website (www.edexcel.org.uk).
National Occupational Standards
BTEC Higher Nationals in Health and Social Care are designed to relate to the National
Occupational Standards in the care sector at level 4. These, in turn, form the basis of the care
sector National Vocational Qualifications (S/NVQs). Currently the Higher Nationals in Health
and Social care have been mapped to the existing standards. However, the qualification design
has been designed to underpin emergent themes in the new National Occupational Standards at
level 4 and the qualification will be mapped to the new standards when these are complete.
Some Higher National units are also designed to relate to the National Occupational Standards
in Management. BTEC Higher Nationals do not purport to deliver occupational competence in
the sector, which should be demonstrated in a work context. However, the qualifications seek to
provide underpinning knowledge for the National Occupational Standards, as well as
developing practical skills in preparation for work and possible achievement of S/NVQs in due
course.
Links to the Level 4 National Occupational Standards in Care are indicated in each unit and
mapped in Annex D.
Some units cover some of the underpinning knowledge of the National Occupational Standards
in Management. Units are mapped in Annex E and indicated in the Links section of each unit.
Qualification Requirement
Edexcel has published Qualification Requirements as part of the revision of BTEC Higher
Nationals. Qualification Requirements set out the aims and rationale of the qualifications and
provide the framework of curriculum content. They also identify the higher-level skills
associated with the qualifications and any recognition by relevant professional bodies. The
Qualification Requirement for BTEC Higher Nationals Health and Social Care is given in
Annex B.
Edexcel standard specifications titles are developed from the Qualification Requirements.
Licensed centres comply with Qualification Requirements when developing BTEC Higher
Nationals under these standard titles.
Qualification Requirements provide consistent standards within the same vocational area and
clearly identify the skills and knowledge that can be expected of any holder of an identical
BTEC Higher National. This will allow higher education institutions, employers and
professional bodies to confidently provide progression opportunities to successful learners.
Higher-level skills
Learners studying for BTEC Higher Nationals in Health and Social Care will be expected to
develop the following skills during the programme of study:
• analysing, synthesising and summarising information critically
• the ability to read and use appropriate literature with a full and critical understanding
• the ability to think independently and solve problems
• applying subject knowledge and understanding to address familiar and unfamiliar problems
• recognising the moral and ethical issues of health and social care practice and research;
appreciating the need for ethical standards and professional codes of conduct
• developing an appreciation of the interdisciplinary nature of health and social care service
provision
• the capacity to give a clear and accurate account of a subject, assemble arguments in a
mature way and engage in debate and dialogue both with specialists and non-specialists.
BTEC Higher National Certificate
The 10-unit BTEC Higher National Certificate in Health and Social Care provides a specialist
work-related programme of study that covers the key knowledge, understanding and practical
skills required in the health and social care sector and also offers particular specialist emphasis
through the choice of specialist units.
BTEC Higher National Certificates provide nationally recognised qualifications offering career
progression and professional development for those already in employment and opportunities to
progress into higher education. The qualifications are mode free but they are primarily
undertaken by part-time learners studying over two years. There is the opportunity for course
providers to structure an intensive programme of study in a shorter period of time.
This specification provides centres with a framework to develop engaging programmes for
higher-education learners who are clear about the area of employment that they wish to enter.
Learners studying the BTEC Higher National Certificate should be able to progress to the
Higher National Diploma or to the first year of undergraduate study in health and social care or
directly into employment in an associated profession.
The 16-unit BTEC Higher National Diploma provides greater breadth and specialisation than
the BTEC Higher National Certificate. Higher National Diplomas are mode free but are
followed predominately by full-time learners. They allow progression into or within
employment in the health and social care sector, either directly on achieving the award or
following further study to degree level.
The BTEC Higher National Diploma in Health and Social Care provides opportunities for
learners to apply their knowledge and practical skills in the workplace. Full-time learners have
the opportunity to do this through formal work placements or their part-time employment
experience.
The qualification prepares learners for employment in the health and social care sector and will
be suitable for learners who have already decided that they wish to enter this area of work.
Some adult learners may wish to make the commitment required by this qualification in order
to enter a specialist area of employment in health and social care or progress into higher
education. Other learners may want to extend the specialism that they followed on the BTEC
Higher National Certificate programme.
Learners studying on the BTEC Higher National Diploma should be able to progress to the
second or third year of an undergraduate degree or direct into employment in an associated
profession.
Endorsed titles
BTEC Higher Nationals in Health and Social Care titles reflect the focus of current government
policy for the sector. The thirty units within the programme encompass a broad spectrum of
topics relevant to the sector. The endorsed titles provide greater definition to the qualification
for the benefit of learners and potential progression from the HNC/D to employment,
professional training or related academic study. Each title requires study of a combination of
selected units to facilitate a specific progression pathway.
An unendorsed title is also available which has no prescribed specialist units and may be
appropriate for those working in areas of the sector where particular choices of unit
combinations not detailed below may be appropriate.
Management is appropriate for those working towards Registered Manager (Adults) status or
those who have more general management responsibilities in their work in the health and social
care sector.
Health provides the underpinning knowledge relevant for those working in the health sector or
progressing towards professional training in professions allied to medicine or nursing.
Applied Social Studies is appropriate for those aiming for academic study or social work
training.
Care Practice focuses on the acquisition of knowledge and understanding for those aiming to
progress in employment in health and social care sector.
Teaching, learning and assessment
Learners must pass all 10 units on their programme of learning to be awarded a BTEC Higher
National Certificate and all 16 units to be awarded a BTEC Higher National Diploma.
The assessment of BTEC Higher National qualifications is criterion-referenced and centres are
required to assess learners’ evidence against published learning outcomes and assessment
criteria. All units will be individually graded as ‘pass’, ‘merit’ or ‘distinction’. To achieve a
pass grade for the unit learners must meet the assessment criteria set out in the specifications.
This gives transparency to the assessment process and provides for the establishment of
national standards for each qualification.
The units in BTEC Higher National qualifications all have a standard format which is designed
to provide clear guidance on the requirements of the qualification for learners, assessors and
those responsible for monitoring national standards.
Unit format
Each unit is set out in the following way.

Unit title, learning hours and NQF level
The unit title is accredited by QCA and this form of words will appear on the learner’s
Notification of Performance. In BTEC Higher National qualifications each unit consists of
60 guided learning hours.
Each unit is assigned a notional level indicator of H1 or H2, indicating the relative intellectual
demand, complexity and depth of study, and learner autonomy.
At H1 level the emphasis is on the application of knowledge, skills and understanding, use of
conventions in the field of study, use of analytical skills and selection and organisation of
information.
At H2 level the emphasis is on application and evaluation of contrasting ideas, principles,
theories and practices, greater specialisation in the field of study, and an increasing
independence in systematic enquiry and analysis.
Description of unit
A brief description of the overall purpose of the unit is given, together with the key areas of
study associated with the unit.
Summary of learning outcomes
The outcomes of the unit identify what each learner must do in order to pass it. Learners must
achieve all the outcomes in order to pass the unit.
Content
This section picks up highlighted words from the outcomes and amplifies the content coverage
required when addressing the outcomes. The content section will often provide lists of topics.
Please note all aspects of the listed topics should be covered, except those that begin with ‘eg’,
where items listed are merely indicative.
Outcomes and assessment criteria
Each unit contains statements of the evidence that each learner should produce in order to
receive a pass.
Guidance
This section is not prescriptive but provides additional guidance and amplification related to the
unit to support teachers/deliverers and assessors. Its subsections are given below. Only those
subsections which apply to the unit will appear.
• Delivery — offers guidance about possible approaches to delivery. The guidance is based
on the more usual delivery modes and is not intended to rule out alternative approaches.
• Assessment — provides advice about the nature and type of evidence that learners are likely
to need to produce. This subsection should be read in conjunction with the assessment
criteria and the generic grade descriptors.
• Links — sets out the links between units. Provides opportunities for integration of learning,
delivery and assessment. Any links to the National Occupational Standards will be
highlighted here.
• Resources — identifies the specialist resources likely to be needed to allow learners to
generate the evidence required by each unit. The centre will be asked to ensure that this
resource requirement is in place when it seeks approval from Edexcel to offer the
qualification.
• Support materials — identifies, where appropriate, textbooks, videos, magazines, journals,
publications and websites that may support the delivery of the unit.
Learning and assessment
The purpose of assessment is to ensure that effective learning of the content of each unit has
taken place. Evidence of this learning, or the application of the learning etc, is required for each
unit. The assessment of the evidence relates directly to the assessment criteria for each unit,
supported by the generic grade descriptors.
The process of assessment can aid effective learning by seeking and interpreting evidence to
decide the stage that learners have reached in their learning, what further learning needs to take
place and how best to do this. Therefore, the process of assessment should be part of the
effective planning of teaching and learning by providing opportunities for both the learner and
assessor to obtain information about progress towards learning goals. The assessor and learner
must be actively engaged in promoting a common understanding of the assessment criteria and
the grade descriptors (what it is they are trying to achieve and how well they achieve it) for
further learning to take place. Therefore, learners need constructive feedback and guidance
about how to improve, capitalising on strengths, with clear and constructive comments about
weaknesses and how these might be addressed.
Assessment instruments are constructed by centres. Assessment instruments should collectively
ensure coverage of all assessment criteria within each unit and should provide opportunities for
the evidencing of all the grade descriptors. It is advised that assessment criteria and
contextualised grade descriptors are clearly indicated on each assessment instrument to provide
a focus for learners (for transparency and to ensure that feedback is specific to the criteria) and
to assist with internal standardisation processes. Tasks/activities should enable learners to
produce evidence that relates directly to the assessment criteria and grade descriptors.
When centres are designing assessment instruments, they need to ensure that the instruments
are valid, reliable and fit for purpose, building on the application of the assessment criteria.
Centres are encouraged to place emphasis on practical application of the assessment criteria,
providing a realistic scenario for learners to adopt, making maximum use of work-related
practical experience and reflecting typical practice in the sector concerned. The creation of
assessment instruments that are fit for purpose is vital to achievement and their importance
cannot be over-emphasised.
Grading Higher National units
The assessment of BTEC Higher National qualifications will be at unit level and there will be
no overall grade for either the Certificate or the Diploma. This means that learners are able to
access the qualification through a unitised approach.
Each unit will be graded as a pass, merit or distinction. A pass is awarded for the achievement
of all outcomes against the specified assessment criteria. Merit and distinction grades are
awarded for higher-level achievement.
The generic merit and distinction grade descriptors listed on pages 21–22 are for grading the
total evidence produced for each unit and describe the learner’s performance over and above
that for a pass grade.
The merit and distinction grade descriptors can be achieved in a flexible way, eg in a sequential
or holistic mode, to reflect the nature of the sector concerned.
Each of the generic merit and distinction grade descriptors can be amplified by use of
indicative characteristics. These give a guide to the expected learner performance, and
support the generic grade descriptors. The indicative characteristics should reflect the nature of
a unit and the context of the sector programme.
The indicative characteristics shown in the table for each of the generic grade descriptors are
not exhaustive. Consequently, centres should select from the list or may construct other
appropriate indicative characteristics for their sector programme which may be drawn from the
appropriate higher-level skills. It is important to note that each assessment activity does not
need to incorporate all the merit and/or distinction grade descriptors.
Contextualising the generic grade descriptors
The generic merit and distinction grade descriptors need to be viewed as a qualitative extension
of the assessment criteria for pass within each individual unit. The relevant generic grade
descriptors must be identified and specified within an assignment and the relevant indicative
characteristics should be used to place the required evidence in context.
Grade descriptors
Pass grade
A pass grade is achieved by meeting all the requirements defined in the assessment criteria for
pass for each unit.
Merit grade
Merit descriptors Indicative characteristics

In order to achieve a merit The learner’s evidence shows:
the learner must:
• identify and apply • effective judgements have been made
strategies to find
• complex problems with more than one variable have been
appropriate solutions
explored
• an effective approach to study and research has been applied
• select/design and apply • relevant theories and techniques have been applied
appropriate methods/
• a range of methods and techniques have been applied
techniques
• a range of sources of information has been used
• the selection of methods and techniques/sources has been
justified
• the design of methods/techniques has been justified
• complex information/data has been synthesised and
processed
• appropriate learning methods/techniques have been applied
• present and • the appropriate structure and approach has been used
communicate
• coherent, logical development of principles/concepts for the
appropriate findings
intended audience
• a range of methods of presentation have been used and
technical language has been accurately used
• communication has taken place in familiar and unfamiliar
contexts
• the communication is appropriate for familiar and
unfamiliar audiences and appropriate media have been used
Distinction grade
Distinction descriptors Indicative characteristics

In order to achieve a The learner’s evidence shows:
distinction the learner must:
• use critical reflection to • conclusions have been arrived at through synthesis of ideas
evaluate own work and and have been justified
justify valid conclusions
• the validity of results has been evaluated using defined
criteria
• self-criticism of approach has taken place
• realistic improvements have been proposed against defined
characteristics for success
• take responsibility for • autonomy/independence has been demonstrated
managing and organising
• substantial activities, projects or investigations have been
activities
planned, managed and organised
• activities have been managed
• the unforeseen has been accommodated
• the importance of interdependence has been recognised and
achieved
• demonstrate • ideas have been generated and decisions taken
convergent/lateral/
• self-evaluation has taken place
creative thinking
• convergent and lateral thinking have been applied
• problems have been solved
• innovation and creative thought have been applied
• receptiveness to new ideas is evident
• effective thinking has taken place in unfamiliar contexts
Accreditation of Prior Learning (APL)
Edexcel encourages centres to recognise learners’ previous achievements and experience

through the Accreditation of Prior Learning. Learners may have evidence that has been
generated during previous study, in their previous or current employment or whilst undertaking
voluntary work that relates to one or more of the units in the qualification. Assessors should
assess this evidence against the Higher National standards in the specifications in the normal
way. As with all evidence, assessors should be satisfied about the authenticity and currency of
the material when considering whether or not the outcomes of the unit have been met.
Full guidance about Edexcel’s policy on APL is provided on our website
(www.edexcel.org.uk).
Quality assurance of BTEC Higher Nationals
The quality assurance system for BTEC Higher National qualifications, as higher-level
vocational qualifications at Level 4 on the NQF, will comprise three main components.
• approval process — a control measure to confirm that individual centres (and programme
teams) are appropriately resourced and competent to deliver a BTEC Level 4 programme of
study.
• monitoring of centres — a method of monitoring centres’ internal quality systems to
ensure ongoing fulfilment of initial requirements and, where appropriate, enhancement of
those requirements to accommodate new qualifications.
• independent assessment — a measure that provides independence within the assessment
process, so that the certificated outcomes for each learner are not reliant on determinations
by individuals or groups with a vested interest in the outcome. This measure should be
consistent and reliable over time, and should not create unnecessary barriers.
Centre and programme approval
Approval to offer BTEC Higher National qualifications will vary depending on the status of the
centre. Centres that have a recent history of delivering BTEC Higher National qualifications
and have an acceptable quality profile in relation to their delivery will be able to gain approval
through an accelerated process. Centres that are new to the delivery of BTEC Higher National
qualifications will be required to submit evidence to demonstrate that they:
• have the human and physical resources required for effective delivery and assessment
• understand the implications for independent assessment and agree to abide by these
• have a robust internal assessment system supported by ‘fit for purpose’ assessment
documentation
• have a system to internally verify assessment decisions to ensure standardised assessment
decisions are made across all assessors and sites.
Such applications have to be supported by the head of the centre (principal, chief executive,
etc).
We communicate all approvals in writing to the head of centre in the form of a qualification
approval letter. The approval letter will also contain a programme definition for each
qualification approved. The programme definition clearly states to the centre all units that
comprise the qualification for which the centre is approved.
Monitoring centres’ internal quality systems
Centres will be expected to demonstrate ongoing fulfilment of approval criteria across all
programme areas. This should include the consistent application of policies affecting learner
registrations and appeals, together with the effectiveness of internal examination and
standardisation processes.
Centres may opt for a review of their provision under the quality verifier/quality reviewer
arrangements, which already apply to all further education centres. Alternatively, centres may
present evidence of their operation within a recognised code of practice, such as that of the
Quality Assurance Agency for Higher Education. Edexcel reserves the right to confirm
independently that these arrangements are operating to our satisfaction.
Independent assessment: the role of the external examiner
Supporting consistency and appropriateness of centre assessor decisions

For all BTEC Higher Nationals accredited at Level 4 on the NQF, Edexcel will appoint
appropriately qualified subject-specific external examiners to the programme in each centre.
Edexcel will define the selection, appointment and training process, together with the roles and
responsibilities of the external examiners and will communicate the details to centres in a
centre handbook.
The function of the external examiner will be to review and evaluate objectively the assessment
process and standards of learner attainment by independently reviewing, in the first year of the
programme, a sample of learner work (including the centre-designed assignments on which the
samples are based) selected by the external examiner, from across the programme.
When they visit centres, external examiners must be afforded reasonable access to the assessed
parts of the programme, including evidence of learner performance on placement. They are
required to:
• verify that standards are appropriate for the qualification and its elements
• assist institutions in the comparison of academic standards across similar awards nationally.
Should any disparity occur between the judgement of centre assessors and that of the external
examiner, this will be reported to the centre and to Edexcel by the external examiner. The
centre will be required to agree appropriate corrective action as a result of this report.
Independence in confirmation of certificated outcomes
In the final year of the programme, the external examiner will revisit the centre in order to
independently assess learner work and to evaluate centre assessor decisions on final outcomes.
This process of evaluation may focus upon work in units, selected by the external examiner,
that present the most appropriate evidence for this exercise. The work of all learners not already
sampled in the first year of the programme will be reviewed.
Resolution of assessments will normally be handled at the centre’s final programme review
board. The external examiner will be expected to endorse the outcomes of assessment before
certification can be authorised. Should the external examiner be unable to provide such
endorsement, certification will be withheld until appropriate corrective action has taken place.
(The senior subject examiner may become involved in such instances).
The external examiner will be required to prepare a written report after each visit. The report
will include comments from the external examiner on:
• academic standards and programme specification
• academic standards and learner performance
• academic standards and assessment
• the assessment process
• assessment meetings
• physical resources
• comments of learners
• meetings with staff
• external examiner practice
• issues arising from previous reports
• details of sampling
• general points, areas of good practice and major issues
• action points.
The external examiner report provides the mechanism by which the external examiner
independently verifies learner ability, endorses the validity of the assessment process and
releases certification for a cohort.
The report is a confidential document between Edexcel, the appointed external examiner, and
the centre to use for internal/external quality assurance processes. It provides the centre with
feedback on the external examining process and on the judgements that determine the external
examiner’s decisions on endorsement, or otherwise, of learner outcomes.
Programme design and delivery
The qualifications consist of core units (which are mandatory) and specialist units. These
specialist units will be mostly optional and are designed to provide a specific focus to the
qualification. Required combinations of specialist units are clearly set out in relation to each
qualification in the defined qualification structures provided in this document.
In BTEC Higher National qualifications each unit consists of 60 guided learning hours. The
definition of guided learning hours is ‘a notional measure of the substance of a qualification’. It
includes an estimate of time that might be allocated to direct teaching, instruction and
assessment, together with other structured learning time such as directed assignments or
supported individual study. It excludes learner-initiated private study. Centres are advised to
consider this definition when planning the programme of study associated with this
specification.
Mode of delivery
Edexcel does not define the mode of study for BTEC Higher National qualifications. Centres
are free to offer the qualifications using any mode of delivery that meets the needs of their
learners. This may be through traditional classroom teaching, open learning, distance learning
or a combination of these. Whatever mode of delivery is used, centres must ensure that learners
have appropriate access to the resources identified in the specifications and to the subject
specialists delivering the units. This is particularly important for learners studying for the
qualification through open or distance learning.
Full guidance on Edexcel’s policies on ‘distance assessment’ and ‘electronic assessment’ are
provided on our website.
Learners studying for the qualification on a part-time basis bring with them a wealth of
experience that should be utilised to maximum effect by tutors and assessors. Assessment
instruments based on learners’ work environments should be encouraged. Those planning the
programme should aim to enhance the vocational nature of the BTEC Higher National
qualification by:
• liaising with employers to ensure that the course is relevant to the specific needs of the
learners
• accessing and using non-confidential data and documents from learners’ workplaces
• including sponsoring employers in the delivery of the programme and, where appropriate,
in the assessment
• linking with company-based/workplace training programmes
• making full use of the variety of experiences of work and life that learners bring to the
programme.
Resources
BTEC Higher National qualifications are designed to prepare learners for employment in
specific sectors. Physical resources need to support the delivery of the programme and the
proper assessment of the outcomes and, therefore, should normally be of industry standard.
Staff delivering programmes and conducting the assessments should be fully familiar with
current practice and standards in the sector concerned. Centres will need to meet any specialist
resource requirements when they seek approval from Edexcel.
Please refer to the resource section in individual units for specialist resource requirements.
Delivery approach
It is important that centres develop an approach to teaching and learning that supports the
specialist vocational nature of the BTEC Higher National qualifications. The specifications
contain a balance of practical skill development and knowledge requirements, some of which
can be theoretical in nature. Tutors and assessors need to ensure that appropriate links are made
between theory and practice and that the knowledge base is applied to the sector. This will
require the development of relevant and up-to-date teaching materials that allow learners to
apply their learning to actual events and activity within the sector. Maximum use should be
made of the learner’s experience.
Meeting local needs
Centres should note the qualifications set out in these specifications have been developed in
consultation with centres, employers and representatives from industry to be consistent with the
National Occupational Standards in Care. National Occupational Standards in Management,
Registered Managers (Adults), Community Development Work and Mental Health are referred
to in the links sections of specific units.
The endorsements are designed to meet the skill needs of the sector and the specialist units
allow coverage of the full range of employment. Centres should make maximum use of the
choice available to them within the specialist units in these specifications to meet the needs of
their learners, as well as the local skills and training needs identified by organisations such as
Regional Development Agencies and Local Learning and Skills Councils.
Centres may not always be able to meet local needs using the units in this specification. In this
situation, centres may seek approval from Edexcel to make use of units from other standard
NQF BTEC Higher National specifications. Centres will need to justify the need for importing
units from other specifications and Edexcel will ensure that the vocational focus of the
qualification has not been diluted.
Locally-devised specialist units
There may be exceptional circumstances where even the flexibility of importing units from
other specifications does not meet a particular local need. In this case, centres can seek
permission from Edexcel to develop a unit with us to meet this need. The cases where this will
be allowable will be very limited. Edexcel will ensure that the integrity of the qualification is
not reduced and that there is a minimum of overlap and duplication of content of existing units.
Centres will need strong evidence of the local need and the reasons why the existing standard
units are inappropriate. Edexcel will need to validate these units.
Limitations on variations from standard specifications
The flexibility to import standard units from other BTEC Higher National specifications and/or
to develop unique locally-devised specialist units is limited to a maximum of four units in a
BTEC Higher National Diploma qualification and a maximum of two units only in any
BTEC Higher National Certificate qualification. The use of these units cannot be at the
expense of the core units in any qualification.
Work experience
Experience of working within a care organisation is essential for achievement of all or some
assessment criteria in many of the units within the Higher Nationals in Health and Social Care.
In addition, many of the concepts and principles, as well as specialist knowledge, which
underpin work in this sector can only be fully understood through direct observation and
involvement with service users, professionals and others within health and social care
situations.
Work experience hours have been built into specific units within the programme as follows:
Unit 4: Continuing Development A 200 hours (core unit)
Unit 23: Continuing Development B 200 hours (specialist unit)
Unit 30: Vocational Practice in Health and Social Care 400 hours (specialist unit)
The minimum amount of work experience recommended for achievement of any of the awards
within the Higher National in Health and Social Care titles is 200 hours. The maximum amount
of work experience specified is 800 hours if a learner completes Units 4, 23 and 30. Work
experience may be gained through employment or voluntary commitments in settings where the
principles of health and social care practice apply. The work experience should provide the
opportunity for learners to demonstrate the skills and understanding expected of a care worker,
and for these to be observed in the workplace by expert witnesses as needed to meet the
assessment evidence requirements for units within the programme.
Centres are advised to ensure that learners have access to appropriate and sufficient work
experience to meet the requirements of their chosen programme and that there is support from
the employer for any work related assessment activity required. For learners taking Unit 30,
where assessment of competencies against National Occupational Standards is essential, centres
should ensure that assessment conforms to the requirements of the appropriate assessment
guidelines (eg Joint Awarding Body Guidelines, S/NVQ Code of Practice).
More information about learning and assessment expected from work experience is
incorporated into the unit specifications.
Access and recruitment
Edexcel’s policy regarding access to its qualifications is that:

• the qualifications should be available to everyone who is capable of reaching the required
standards
• the qualifications should be free from any barriers that restrict access and progression
• there should be equal opportunities for all wishing to access the qualifications.
Centres are required to recruit learners to BTEC qualifications with integrity. This will include
ensuring that applicants have appropriate information and advice about the qualifications and
that the qualification will meet their needs. Centres should take appropriate steps to assess each
applicant’s potential and make a professional judgement about their ability to successfully
complete the programme of study and achieve the qualification. This assessment will need to
take account of the support available to the learner within the centre during their programme of
study and any specific support that might be necessary to allow the learner to access the
assessment for the qualification. Centres should also show regard for Edexcel’s policy on
learners with particular requirements.
Centres will need to review the profile of qualifications and/or experience held by applicants,
considering whether this profile shows an ability to progress to a Level 4 qualification. For
learners who have recently been in education, the entry profile is likely to include one of the
following:
• a BTEC National Certificate or Diploma in Care/Health Studies
• an AVCE/Advanced GS/NVQ in an appropriate vocational area
• a GCE Advanced level profile which demonstrates strong performance in a relevant subject
or an adequate performance in more than one GCE subject. This profile is likely to be
supported by GCSE grades at A* to C
• other related Level 3 qualifications
• an Access to Higher Education Certificate awarded by an approved further education
institution
• related work experience.
Mature learners may present a more varied profile of achievement that is likely to include
extensive work experience (paid and/or unpaid) and/or achievement of a range of professional
qualifications in their work sector.
Restrictions on learner entry
National Minimum Standards from the National Care Standards Commission established by the
Care Standards Act 2000 dictate that those working in a personal caring role should be aged 18
or above. The BTEC Higher Nationals in Health and Social care are designed to encourage
learners to work towards the practical competencies required to meet the National Minimum
Standards required for their job role. It is therefore inappropriate for learners taking the
qualification not to have reached the age of 18.
Learners with particular requirements
Edexcel recognises that some learners, when studying vocationally-related qualifications, will
have coped with the learning demands of a course but may find the standard arrangements for
the assessment of their attainment presents an unfair barrier. This would apply to learners with
known and long-standing learning problems and to learners who are affected at, or near to, the
time of a time-constrained assessment.
Edexcel will seek to approve alternative arrangements that:
• meet the needs of learners with particular requirements
• do not confer advantage over other learners
• are commensurate with the proper outcomes from the qualification.
Details of the allowable arrangements for such learners are given in Assessment of Vocationally
Related Qualification: Regulations and Guidance relating to Learners with Special
Requirements (Edexcel, 2002).
The wider curriculum
The study of the BTEC Higher Nationals in Health and Social Care provides opportunities for
learners to develop an understanding of spiritual, moral, ethical, social and cultural issues and
an awareness of environmental issues, health and safety considerations, and European
developments. These wider curriculum opportunities are indicated in the units as appropriate.
Mapping of wider curriculum opportunities issues is provided in Annex C.
Spiritual, moral, ethical, social and cultural issues
The specification contributes to an understanding of:

• spiritual issues through an appreciation of the spiritual dimension to health and social care,
for example in Unit 21: Supporting Significant Life Events. Spiritual issues may be
encountered throughout the units
• moral and ethical issues are encountered throughout BTEC Higher Nationals in Health and
Social Care, as dealing with people will always involve learners engaging in moral and
ethical issues. The significance of these issues must be emphasised throughout
• social and cultural issues are encountered throughout BTEC Higher Nationals in Health and
Social Care and their importance must be emphasised throughout.
Environmental issues
Learners are led to appreciate the importance of environmental issues as they engage in health
and social care study, as well as through experience of the health and social care industry.
Specific issues may be covered in Unit 8: The Social Context of Health and Social Care,
Unit 11: Public Health and Unit 14: Managing Financial Resources in Health and Social Care.
European developments
Much of the content of the BTEC Higher Nationals in Health and Social Care can be applied
throughout Europe owing to its generic nature, even though the context of delivery is within the
UK. Specifically these issues may be encountered in Unit 7: Social Policy and Unit 8: Social
Context of Health and Social Care.
Health and safety issues
BTEC Higher Nationals in Health and Social Care are practically based and so health and
safety issues are encountered throughout. Learners will develop awareness of the safety of
others as well as themselves in all practical activities. Learners will also explore health and
safety issues across the health and social care sector, particularly in Unit 3: Ensuring Health
and Safety.
Equal opportunities issues
Equal opportunities issues are implicit throughout the BTEC Higher Nationals in Health and
Social Care. Their significance should be emphasised throughout.
Legislation issues
Legislation is referred to throughout the units. The qualification has been designed to reflect the
changing provision of legislation in the UK. It is accepted that a ‘national perspective’ will
depend on the location of the learner and this may be in for example England, Wales or
Northern Ireland.
Useful publications
Further copies of this document and related publications can be obtained from:
Edexcel Publications
Adamsway
Mansfield
Nottinghamshire NG18 4FN
Telephone: 01623 467 467
Fax: 01623 450 481
Email: publications@linneydirect.com
Related publications include:
• the current Edexcel publications catalogue and update catalogue
• Edexcel publications concerning the quality assurance system and the internal and external
verification of vocationally-related programmes may be found on the Edexcel website and
in the Edexcel publications catalogue.
NB: Most of our publications are priced. There is also a charge for postage and packing. Please
check the cost when you order.
How to obtain National Occupational Standards
The National Occupational Standards for care can be obtained from:

Skills for Health
Goldsmiths House
Broad Plain
Bristol BS2 0JP
Telephone: 0117 922 1155
Email: office@skillsforhealth.org.uk
Website: www.skillsforhealth.org.uk
Topss England
Albion Court
5 Albion Place
Leeds
LS1 6JL
Telephone: 0113 2451716
Fax: 0113 2436417
Email: info@topssengland.org.uk
Care Council for Wales (Welsh and English Language versions)
6th Floor, South Gate House
Wood Street
Cardiff
CF10 1EW
Telephone: 029 2022 6257
Fax: 029 2038 4764
Email: info@ccwales.org.uk
NISCC
7th Floor
Millennium House
19–25 Great Victoria Street
Belfast
BT2 7AQ
Telephone: 02890 417600
Fax: 02890 417601
Textphone: 02890 239340
Email: info@niscc.n-i.nhs.uk
Professional development and training
Edexcel supports UK and international customers with training related to BTEC qualifications.
This support is available through a choice of training options offered in our published training
directory or through customised training at your centre.
The support we offer focuses on a range of issues including:
• planning for the delivery of a new programme
• planning for assessment and grading
• developing effective assignments
• building your team and teamwork skills
• developing student-centred learning and teaching approaches
• building key skills into your programme
• building in effective and efficient quality assurance systems.
The national programme of training we offer can be viewed on the Edexcel website
(www.edexcel.org.uk). You can request customised training through the website or by
contacting one of our advisers in the Professional Development and Training Team on
telephone number 0870 240 9800 to discuss your training needs.
The training we provide:
• is active — ideas are developed and applied
• is designed to be supportive and thought provoking
• builds on best practice.
Our training will also underpin many areas of the Higher Education Staff Development Agency
(HESDA)/FENTO standards for teachers and lecturers working towards them.
Further information
For further information please call Customer Services on 0870 240 9800, or visit our website at
www.edexcel.org.uk.
Core
units
Unit 1: Communicating in Health and Social
Care Organisations
Learning hours: 60
NQF level 4: BTEC Higher National — H1
Description of unit
This unit aims to develop learners’ awareness of different forms of communication used in the
health and social care context and the importance of communication in service delivery.
Learners will explore communication in interpersonal interactions and identify barriers to
communication and ways to overcome them. In addition, communication systems within
organisations will be critically examined and learners will gain an understanding of the legal
frameworks surrounding the recording of information about people. Learners will be expected
to gain competence in, and an understanding of, the use of information technology as a
communication tool in health and social care.
Learners should note that any direct investigation of communication in health and social care
placements or employment should be within the context of a job role. Due regard should be
given to confidentiality of information used to support this unit.

To achieve this unit a learner must:
1 Explore communication between people in health and social care
2 Describe physical, cultural and legal influences on communication in health and social
care
3 Explore the use of information technology in communications in health and social care.
Content
1 Communication between people

Relevant theories: humanistic, behaviourist, cognitive, psychoanalytical
Techniques and purposes: written, listening; verbal; non-verbal; record keeping, giving
information, challenging poor practice, educating, decision making, negotiating, advocacy,
counselling, mentoring etc
Influences on individuals: self-concept, self-esteem, ideal self, prejudice, stereotyping,
values and beliefs, stress
Inappropriate interpersonal communication: barriers to communication: inappropriate
language, incongruent messages, misinterpretation, breach of confidentiality, breach of
trust, invasion of privacy, power, threat, abuse
Supporting specific communication needs: alternative language, language aids (eg Braille,
signing, Makaton), advocacy, interpretation, translation; environmental conditions,
technological aids; processes for accessing additional support
Maintaining confidentiality: privacy, confidentiality, disclosure, protection of individuals,
rights and responsibilities
2 Physical, cultural and legal influences

Values and culture: eg beliefs, age, sex, ethnicity, gender, education, social class
Legislation, charters and codes of practice: national, European, UN eg on equality,
diversity, discrimination, confidentiality and sharing information
Organisational systems and policies: information, documents, systems, structures,
procedures, practices
Good practice: in accordance with practice and service standards, challenging
discrimination, ethics, values and principles of others, ensuring dignity and rights;
recording, reporting, storage, security and sharing of information
3 Information technology
Standard IT software: word-processing, spreadsheets, database, information retrieval
(internet, intranet if available), email
Benefits: meeting individual needs, administration of treatments, efficiency of
administrative processes, accuracy of records, communication, maintaining independence
Enhances activities of care workers and organisations: eg meeting needs of staff, business
administration, efficiency, quality of service, meeting requirement of other agencies,
accountability, audit
Legal considerations: health and safety (eg postural, visual, stress); data protection, access
to records
Outcomes Assessment criteria for pass
To achieve each outcome a learner must demonstrate

the ability to:
1 Explore communication • apply relevant theories of communication to health
between people in health and and social care contexts
social care • review the application of a range of communication
techniques for different purposes used in health and
social care work
• discuss the ways in which communication
influences how individuals feel about themselves
• describe ways of dealing with inappropriate
interpersonal communication between individuals
• analyse the use of techniques and strategies for
supporting communication between people with
specific communication needs
• evaluate workplace strategies, policies and
procedures for good practice in communication
2 Describe physical, cultural • analyse how methods of communication are
and legal influences on influenced by individual values, culture and ability
communication in health and • describe legislation and charters governing the
social care rights of individuals to communicate
• discuss the implications in health and social care
contexts of legislation and codes of practice relating
to records and communication of information about
people
• analyse the effectiveness of organisational systems
and policies in relation to good practice in
communication
• suggest and justify ways of improving
communication systems in a health or care setting
• demonstrate ability to communicate appropriately
using a range of techniques
3 Explore the use of • demonstrate ability to access and use standard IT
information technology in software, used routinely, to support work in health
communications in health and and social care
social care • analyse how the use of IT in health and social care
benefits service users
• critically evaluate how the IT supports and enhances
the activities of care workers and care
organisations/agencies
• analyse health and safety legal considerations in the
use of IT
Guidance
Delivery
A review of a range of communication skills may be a useful introduction to this unit. Learners
would benefit from role plays, use of video, as well as from observations of communication
practices in the workplace. Input by specialists eg a speech therapist, a sign language interpreter
may help understanding. Guidance from placement supervisors may be helpful for learners to
maximise opportunities for gaining understanding from placement experience. Learners should
be familiar with the requirements of the Data Protection Act and with local workplace policies
regarding records and health and safety within the workplace.
Assessment
Learners will produce written work for the unit supported by appropriate expert witness
testimony to demonstrate ability in communicating and use of software. Competence in the use
of IT and diverse written forms of communications may be supported by materials and artefacts
generated by coursework from any unit within the programme or from work activities.
Links
The necessary IT skills may be linked to achievement of a recognised qualification (eg IT Key
Skills, ECDL). Demonstration and evaluation of learners’ own use of communication skills will
be assessed as part of Unit 4: Continuing Development A.
This unit links to S/NVQ Level 4 in Care units:
• SC14: Establish, Sustain and Disengage from Relationships with Clients
• SC15: Develop and Sustain Arrangements for Joint Working Between Workers and
Agencies.
Resources
Access to IT facilities, including the internet and tutors with necessary expertise will be
necessary to ensure sufficient competence is achieved in the use of IT software. Learners will
need to be familiar with the systems and processes of record keeping and communication within
the workplace.
Support materials
Textbooks
Argyle M — The Psychology of Interpersonal Behaviour, 5th Edition (Penguin, 1994)
ISBN: 0140172742
Dickson DA, Hargie O and Morrow NC — Communication Skills Training for Health
Professionals, 2nd Edition (Nelson Thornes, 1996) ISBN: 0412 61450 2
Egan G — The Skilled Helper: A Systematic Approach to Effective Helping (Wadsworth)
ISBN: 0534367313
Hargie ODW — The Handbook of Interpersonal Skills, 2nd Edition (Routledge, London)
Hayes J — Interpersonal Skills at Work, 2nd Edition (Routledge Hove, 2002)
ISBN: 0415227763
Mott J and Leeming A — Information and Communication Technology (Hodder and
Stoughton, 2002) ISBN: 0340804270
Tutors should be aware that textbooks are frequently updated and that they should use the latest
editions where available.
Websites
Websites that support the development of this unit include those of information and
communication technology associations and employers. Learners must use this resource with
care, justifying the use of information gathered.
The following may be useful:
www.rnib.org.uk Royal National Institute for the Blind
www.rnid.org.uk Royal National Institute for the Deaf
Journals
Community Care
Nursing Times
Other materials
Tutors may wish to consider using video material to prompt discussion and raise awareness of
communication skills.
Unit 2: Principles of Practice
Learning hours: 60
Description of unit
This unit develops understanding of the values and principles that underpin the practice of all
those who work in health and social care, particularly from the perspective of those with
management and leadership roles. Learners will explore formal and informal mechanisms
required to promote good practice by individuals in the workforce including personal strategies
that can influence the performance of others. The unit will provide supporting evidence for
those working towards S/NVQ Level 4 in Care and those who aim to work in health and social
care professions.

1 Explore how the values of health and social care are demonstrated in health and social
care settings
2 Analyse the impact of legislation and national policy initiatives on local policy and
practice
3 Analyse how a care worker in health and social care contributes to the development and
implementation of organisational policy
4 Critically evaluate the principles and theories that underpin practice and active support for
the individual
5 Evaluate ways to place the needs and preferences of the individual central to practice.
Content
1 Values of health and social care

Examples from experience: as a care worker eg in different care roles, in different settings
Requirements: equality, diversity, discrimination, dignity, confidentiality, protection from
danger, choice, access to information about selves
Protect: taking account of limitations, use relationships to promote rights, choice and well-
being, dealing with and challenging discrimination
Impact of discrimination: identity, self-esteem, confidence
Care, support and attention: for individuals, family and friends, carers, groups and
communities
2 Legislation and national policy initiatives

Relevant: to self, to those for whom responsible, other workers within the organisation,
others external to the organisation
Legislation: on data protection, access to information, disclosure of information
Implications: changes to own practice, influencing and changing practice of others,
personal development needs, development needs of others
Standards and guidance: about individuals, advocates etc, keeping individuals safe,
protection from danger and harm
3 Development and implementation of organisational policy

Roles, responsibilities, accountabilities, duties
Benefits
Recommendations
4 Principles and theories

Theories: human growth and development, identity and self-esteem; communicating with
individuals, families, carers, groups and communities; managing loss and change; conflicts
and dilemmas; stress and behaviour; power relationships
Supervision: supervision and appraisal
Factors: relationships, support networks that support health and well being
5 Needs and preferences of the individual
Information: accessing, reviewing; about physical and mental health conditions
encountered in practice
Relationships: methods for forming, maintaining, ending; multi-disciplinary, multi-
organisational
Approaches to supporting individuals: expressing wishes, needs, preferences; responsibility
for own health and care; identifying how needs can be met; assessing and managing risks
Influences on own work: philosophies, principles, codes of practice, priorities

the ability to:
1 Explore how the values of • describe, through examples from experience, how
health and social care are legal and organisational requirements are applied to
demonstrated in health and ensure that the rights of individuals are met
social care settings
• describe a range of ways in which care workers
protect the rights and interests of individuals
• analyse the impact of discrimination on individuals
• explain ethical dilemmas and conflict that may arise
when providing care, support and protection
2 Analyse the impact of • explain the regulations, codes of practice, standards
legislation and national and guidance relevant to work in health and social
policy initiatives on local care
policy and practice
• analyse implications for own practice of legislation
relevant to own workplace
• explain how local policies and procedures can be
developed in accordance with national and policy
requirements
3 Analyse how a care worker in • analyse own role, responsibilities, accountabilities
health and social care and duties in the context of those working within
contributes to the and outside the workplace
development and
• analyse benefits to others of own contributions to
implementation of
development and implementation of organisational
organisational policy
policies
• evaluate how organisational policies, practices and
guidance provide a framework to support own roles,
responsibilities, accountabilities and duties in the
organisation
• make recommendations to develop own
contributions to meeting good practice requirements
4 Critically evaluate the • apply relevant theory to practice situations
principles and theories that
• explain the role of supervision and appraisal in
underpin practice and active
supporting principles of practice
support for the individual
• analyse factors supporting well-being of individuals,
families, carers, groups and communities
• evaluate own practice in relation to principles and
theories
the ability to:
5 Evaluate ways to place the • demonstrate ability to access and apply new
needs and preferences of the knowledge to support own practice
individual central to practice
• analyse the way relationships support individuals
• evaluate different approaches to providing support
for individuals and key people
• critically evaluate the factors that influence own
work with others within and outside the care
organisation
• present evidence of your practice
Guidance
Delivery
Learners should be encouraged throughout to reflect on their own experience and observations
from workplace settings through class discussion, role play, use of case studies, issues arising
in the media etc. Tutor input will be required to support learner understanding of the legal
frameworks that are applicable and also in identifying and applying relevant theories. Tutors
are encouraged to utilise the many links with other units to support delivery of this unit.
Assessment
It is recommended that learners are given time to develop their workplace experience,
knowledge and understanding before assessment of this unit. Learners will be expected to
present evidence based substantially on their work in health and social care. Evidence may be
drawn from, for example, reflective writing in personal learning journals, case study examples,
reflection on observation of others, feedback from others, review of organisational practices.
Learners will be expected to identify and discuss relevant theories and be prepared to address
evidence needed to meet the assessment criteria that is not otherwise addressed by naturally
occurring circumstances in the workplace.
Links
This unit links with and underpins many of the units directly connected with practice and with
managing activities, in particular:
• Unit 1: Communicating in Health and Social Care
• Unit 9: Ensuring Best Outcomes for Individuals
• Unit 10: Understanding Abuse
• Unit 16: Understanding Specific Needs
• Unit 17: Community Development Work
• Unit 21: Supporting Significant Life Events
• Unit 22: Counselling Skills Development and Practice
• Unit 30: Vocational Practice in Health and Social Care.
The unit is intended to underpin the following S/NVQ level 4 units from the care award:
• O2: Promote People's Equality, Diversity and Rights
• O3: Develop, Maintain and Evaluate Systems and Structures to Promote the Rights,
Responsibilities and Diversity Of People
• SC16: Assess Clients Needs and Circumstances
• SC17: Evaluate Risk of Abuse, Failure to Protect and Harm to Self and Others.
The unit also contributes to the underpinning knowledge for the S/NVQ level 5 Strategic
Management Unit A7: Establish Strategies to Guide the Work of Your Organisation and
Element C6.3: Provide Guidance on Values at Work.
Resources
Tutors need to be appropriately qualified and experienced in the care sector to cover the
principles and the management aspects of this unit.
Library resources need to support the range of knowledge addressed.
Case study material will be essential, and can be provided by the tutor or can be based on the
learner's own working situations.
Access to video equipment may be valuable if college-based project work is to be used to
supplement, or in place of, work-based evidence.
Support materials
Textbooks
Holland K and Hogg C — Cultural Awareness in Nursing and Health Care An Introductory
Text (Hodder Arnold, 2001) ISBN: 0340731338
Webb R and Tossell D — Social Issues for Carers: Towards Positive Practice, 2nd Edition
(Hodder Arnold, 1998) ISBN: 0340706252
Unit 3: Ensuring Health and Safety
Learning hours: 60
Description of unit
The purpose of this unit is to provide the knowledge and understanding needed to ensure that
learners understand their responsibilities in ensuring the health and safety of the workplace and
the people in it. Learners will gain a clear understanding of the implications of relevant
legislation for their own role and the implementation of policies and systems in their own
workplace. The importance of record keeping, monitoring and review of health and safety
policies and procedures will also be included. Elements of this unit should be contextualised to
an appropriate setting in health and social care.

1 Explore how the requirements of all legislation relevant to the health, safety and security
of people in the workplace are implemented in a health or social care workplace
2 Analyse the ways in which compliance with requirements for the health, safety and
security of individuals impacts on service users, staff and upon the work of staff
3 Evaluate systems, policies and procedures for monitoring, review and development of
health, safety and security within a health or social care workplace.
Content
1 Requirements of all legislation

Concepts of risk, safety, security: minimum risk, zero risk, risk for individuals, risk for
property, public liability; hazard, restraint, accident prevention, first aid; protection from
harm, security versus safety; substances, practices, equipment, premises
Communicating information: policies and procedures, exemplar proformas, training,
organisational culture, use of different media, exchange of information, record keeping,
enforcement, compliance
Responsibilities: of service users, carers, support workers, managers, external agencies,
visitors etc
Legislative requirements: current Health and Safety at Work Acts and associated
regulations and codes of practice (RIDDOR, COSHH, Moving and Handling etc), Food
Acts, legislation and codes of practice relevant to specific health and social care settings eg
Mental Health Acts
Technology: safety aids, security systems (personal and premises), maintenance,
environmental (eg ventilation, temperature, purity systems): consequences of equipment
malfunction/breakdown
2 Compliance with requirements

Care planning: meeting needs, ensuring safety, security, maximising wellbeing, principles
of good practice
Dilemmas: risk-benefit analysis, risk to self, risk to others, resource implications, differing
priorities between stakeholders (internal and external)
Own practice: eg changes to practice, needs, responsibilities, relationships with others,
professionalism
Experience: in work/placement setting, non-work setting, public environment
3 Systems, policies and procedures

Monitored and reviewed: audit of risks, review of practice, learning from experience,
updating of policies and procedures
Positive health and safety culture: individuals, teams, managers, organisation levels
Own contributions: responsibilities, compliance, training, practices, interactions with
individuals, groups, agencies
Management of health and safety: organisation responsibilities, monitoring and evaluating
processes, auditing, inspecting the workplace, use of MIS, management structure and
representation

the ability to:
1 Explore how the • evaluate different approaches to risk assessments
requirements of all used in health and social care environments
legislation relevant to the
• review systems, policies and procedures for
health, safety and security of
communicating information on health, safety and
people in the workplace are
security to people in the health or social care
implemented in a health or
workplace in accordance with legislative
social care workplace
requirements
• examine the responsibilities in a specific workplace
for the management of health and safety in relation
to organisational structures
• analyse health, safety and security priorities
appropriate for a specific health and social care
workplace
2 Analyse the ways in which • analyse how information from risk assessments
compliance with inform care planning for individuals and
requirements for the health, organisational decision-making about policies,
safety and security of procedures
individuals impacts on service
• discuss dilemmas encountered in relation to
users, staff and upon the work
implementing systems and policies for health, safety
of staff
and security and how these may be addressed
• analyse the impact of one aspect of health and safety
policy on own practice with service users and in
work teams
• analyse effectiveness of own learning from
experience in relation to health, safe and secure
environments
3 Evaluate systems, policies • explain how health and safety policies and practices
and procedures for are monitored and reviewed
monitoring, review and
• analyse the effectiveness of health and safety
development of health, safety
policies and practices in the workplace in promoting
and security within a health or
a positive health and safety culture
• evaluate own contributions to placing the needs of
individuals at the centre in relation to health, safety
and security
Guidance
Delivery
Teaching will be required for learners to gain an overall understanding of requirements of
relevant legislation, regulations, policies and codes of practice for a range of health and social
care work situations. Guidance will be necessary for learners to learn from the application of
these to the specific circumstances of their employment or placement. Employers/placements
will need support so that learners have sufficient opportunity to explore policies and practices
of the workplace. Ideally, learners should participate in genuine risk assessments for individuals
and the work environment.
Assessment
Learners will produce written evidence to meet the assessment requirements. Validation of their
evaluative account of one aspect of health and safety in the work place is recommended.
Links
Links may be made to:
• Unit 4: Continuing Development A
• Unit 11: Public Health
• Unit 20: Assistive Technologies
• Unit 23: Continuing Development B.
This unit also links to the S/NVQ Level 4 in Care:
• Unit SC17: Evaluate the Risk of Abuse, Failure to Protect and Harm to Self and Others
• Unit SC18: Plan and Agree Source Responses Which Meet Individuals’ Identified Needs
and Circumstances.
Links may be drawn to the National Occupational Standards for Management Unit 37: Provide
a Safe, Healthy and Secure Working Environment.
Resources
Tutors should be conversant with the application of health and safety legislation in health and
social care settings. Inputs from health and safety specialist tutors may be helpful to gain
understanding of legislative requirements and their management.
Support materials
Textbooks
A wide range of textbooks is available from the Health and Safety Executive, the following
may be useful:
Health and Safety Executive — Health and Safety in Residential Care Homes (HSE Books,
2001) ISBN: 0717620824
Morath J M and Turnbull J E — To Do No Harm Ensuring Patient Safety in Health Care
Organisations (Jossey Bass Wiley, 2004) ISBN: 078796770X
Sprenger R — Health and Safety for Management (Highfield, 2003) ISBN: 1871912040
Websites
Websites that support the development of this unit include those of health and safety
associations and employers and health and social care organisations with details of health and
safety policy. The following may be useful:
www.britishsafetycouncil.org.uk British Safety Council
www.ento.org.uk Employers National Training Organisation
www.hse.gov.uk Health and Safety Executive
www.iosh.co.uk Institute of Occupational Safety and Health
www.rospa.co.uk Royal Society for the Prevention of Accidents
Web pages provide access to the most recent developments but learners must use this resource
with care, justifying the use of information gathered.
Unit 4: Continuing Development A
Learning hours: 60
Description of unit
This unit aims to encourage learners to develop as reflective practitioners. Learners will be
expected to complete a minimum of 200 hours of work experience in order to achieve this unit,
which may be completed either on an unpaid basis or as an employee. Evidence for assessment
of the unit will originate from learners’ own practice, observations and learning in the practice
setting(s) supplemented by wider understanding and knowledge gained from all parts of the
course and if appropriate, from wider experience. Learners will demonstrate their learning from
their experience in work experience or care employment. Learners could plan their own
personal development, monitor their progress and revise the plan as appropriate for achieving
the learning outcomes and personal targets. Learners will be expected to present a portfolio of
evidence that accurately reflects their abilities as reflective practitioners. Evidence from
workplace settings should be validated and authenticated by appropriately qualified expert
witnesses.
It is essential that learners and assessors respect the confidentiality of information from
the workplace at all times.

1 Analyse how personal values and principles influence individual contributions to work in
health and social care settings
2 Produce, monitor, revise and evaluate plans for personal progress in developing the skills
and abilities required of a care worker
3 Analyse the application of principles of professional engagement with service users in a
specific setting
4 Demonstrate development of skills and understanding in relation to working with other
workers in health and social care contexts.
Content
1 Values and principles

Personal values: eg beliefs and preferences, culture, political perspectives, interests and
priorities, change over lifespan to date
Culture and experiences: eg family, ethnicity, belief, education, employment, age and
gender, life events,
Values and principles: equal rights, diversity, confidentiality, protection from abuse and
harm
New developments: legislation, policies, research, priorities and targets
Changes to personal values: influence of eg overcoming of tensions between personal
values and principles of good practice, differences relating to values of others (eg service
users, workplace organisation, other people with whom you work)
2 Plans for personal progress

Own abilities and learning styles: practical skills, interpersonal skills, application to
practice, level of performance, learning experiences and preferred learning style
Personal development plan: for acquiring new skills, updating practice, learning, career
development; 3 months, 1 year, 5 years
3 Principles of professional engagement

Professional relationships: with individuals, their family and friends, team members, line
managers, workers in other agencies; rights and responsibilities of service users versus care
workers and others, professional codes, trust, advocacy, empowerment,
Models of support: medical health v social model; individual benefit versus organisational
benefit etc
Dilemmas: risk, abuse, challenging behaviour, conflict, ethics, confidentiality v disclosure,
expectations changing over time, conflicts between principles of good practice and values
of others
Own role: eg meeting service user needs, provider of health and social care services,
facilitator, advocate, advisor, counsellor, mentor etc
Barriers: miscommunication, different professional codes of practice, group cohesiveness,
personalities etc
4 Working with other workers
Own contribution: skills, knowledge, understanding, communicating information,
responsibilities
Collective effectiveness of teams: meeting service user needs and expectations, improving
team performance, supporting other team members, meeting objectives, formal and
informal roles within organisational structures and systems
Barriers: interpersonal interactions; professional codes, differing priorities, expectations,
experience, accountability

the ability to:
1 Analyse how personal values • compare personal values and beliefs with the values
and principles influence and principles of care
individual contributions to • analyse how your own culture and experience
work in health and social care influences your contributions to support for service
settings users and other people in the workplace
• explain how new developments impact upon your
role as a care worker
• discuss how changes to personal values have
contributed to your development as a care worker
2 Produce, monitor, revise and • assess your own abilities and preferred learning
evaluate plans for personal styles
progress in developing the • produce and justify a personal development plan
skills and abilities required of with short-, medium- and long-term aims and
a care worker outcomes
• monitor your progress against the personal plan on a
regular basis, revising the plan as required
• evaluate the effectiveness of the personal
development plan to your development as a care
worker
3 Analyse the application of • analyse the nature of different professional
principles of professional relationships in health and social care contexts
engagement with service • analyse the effectiveness of different models of
users in a specific setting support used in health and social care settings
• critically analyse own role in promoting the
individual’s choice, ability and right to care for and
protect themselves
• describe how dilemmas encountered in professional
relationships may be dealt with
• analyse personal effectiveness in supporting service
users, their family and friends
the ability to:
4 Demonstrate development of • evaluate own contributions to the work teams to
skills and understanding in which you belong
relation to working with • discuss how your contributions influence the
other workers in health and collective effectiveness of the different teams of
social care contexts which you are a member
• describe the limits of your work role and how these
impact on your work with others
• analyse barriers to effective teamwork and your role
in minimising such barriers in the teams in which
you work
• suggest ways for improving personal contributions
and collective effectiveness of a team of which you
are a member
Guidance
Delivery
An introduction to concepts of learning styles and recognition of the preferred learning styles of
the learner is recommended. A baseline self-assessment may be a useful starting point.
Strategies for development planning could be explored using discussion and examples.
Learners will need individual support in devising appropriate plans through tutorials and
meetings with work-place mentors etc. Liaison with work-based mentors would be
recommended to ensure learner experience in practice settings is appropriate for all the learning
outcomes and assessment criteria in the unit to be addressed. Learners will need guidance about
presenting evidence so that it adequately reflects their abilities as a developing care worker.
Assessment
Learners will present a portfolio of evidence to demonstrate their developing skills, knowledge
and abilities as individuals and developing care workers. Evidence may take the form of expert
witness testimony, observation records, assignments, reflective accounts, descriptive reports
and artefacts. Learners will be expected to ensure confidentiality of all evidence from the
workplace/placements. Evidence from another unit in the Higher National programme or from
other qualifications (eg an S/NVQ) may be presented if relevant but must be fully cross-
referenced to the assessment criteria of this unit. If evidence from other sources is used, verified
copies of the evidence are acceptable. Evidence would normally include a journal maintained
for the duration of the programme and assessment would not usually be finalised until the end
of the programme or until Unit 23: Continuing Development B is commenced. There should be
clear evidence of personal progression throughout the period of assessment. The 200 hours of
experience working in health and social care work is a minimum requirement for achievement
of this unit and verified evidence of time spent in work experience should be included within
the personal development portfolio.
Links
This unit should be completed before Unit 23: Continuing Development B.
The unit links to S/NVQ Level 4 units:
• CU7: Develop One’s Own Knowledge and Practice
• SC16: Assess Clients Needs and Circumstances.
Resources
Access to professional/continuing development plan proformas would be useful.
Support materials
Textbooks
Bolton G — Reflective Practice (Paul Chapman Publishing, 2000) ISBN: 076196729X
Jasper M — Beginning Reflective Practice (Nelson Thornes, 2003) ISBN: 0748771239
Taylor J — Study Skills in Health Care (Nelson Thornes, 2003) ISBN: 0748771190
Magazines, journals and other publications
Community Care
Nursing and Residential Care
Nursing Standard
Nursing Times
Websites
Websites that support the development of this unit include those of health and social care
associations and employers. The following may be particularly useful:
www.communitycare.org.uk Website for Community Care magazine
www.scie.org.uk Social Care Institute for Excellence
www.skillsforhealth.org.uk Sector Skills Council for Health
www.topss.org.uk Portal for National Training Organisations for GB nations
Learners should be encouraged to consult a wide range of commercial websites to support the
evidence they develop for this unit.
Web pages provide access to a further range of internet information sources. Learners must use
this resource with care, justifying the use of information gathered.
Unit 5: Working in Partnership
Learning hours: 60
Description of unit
The model of working in partnership is a cornerstone of legislation and policy in health and
social care. This unit aims to provide learners with the opportunity of exploring three levels of
partnership. Firstly, at service user level between users and professionals, secondly, at inter-
professional level between practitioners, and thirdly at organisational and policy level. Learners
will draw upon a range of knowledge theories and research findings including those from other
units, for example Unit 1: Communicating in Health and Social Care, Unit 2: Principles of
Practice, Unit 17: Community Development Work and Unit 21: Supporting Significant Life
Events. Learners will also need to investigate positive and negative outcomes regarding
partnership for service users, professionals and organisations across a range of provision in
health and social care, including statutory and voluntary.

1 Explain the concepts of partnership in a range of health and social care services
2 Review existing practices of partnership at service user, professional and organisational
level
3 Evaluate the partnership outcomes, at all levels, for service users, practitioners and
organisations.
Content
1 Concepts of partnership
Partnership philosophies: empowerment of service users, independence and autonomy
versus ‘expert’ or ‘medical’ model of service user
Relevant legislation affecting partnership working: a range of significant legislation
relating to health, social care, housing, criminal justice, education, mental health, disability,
welfare benefits eg The Children Act 1989, The NHS and Community Care Act 1990
Policy documents: local, regional, national produced by eg government departments,
agencies, specialist units, voluntary agencies
2 Practices of partnership
A range of service user groups: children, young people in care, patients, people with
physical disability, people with learning disabilities, elderly service users, ethnic groups,
people with mental health issues etc
Interprofessional practice: roles and responsibilities of working in partnership; lead
agency, decision making forums; dealing with conflict, barriers to partnership, sharing of
information, confidentiality.
Organisations: statutory, voluntary, private, not-for-profit, independent
Organisational practices and policies: statutory agency policy, voluntary agency policy,
private agency policy
3 Partnership outcomes
Positive and negative outcomes for service users: eg transparency of information, improved
services, empowerment, harm, loss of self esteem, anger, neglect
Negative outcomes for practitioners and organisations: eg breakdown of communication
Reducing negative outcomes: improving communication, practitioner involvement

the ability to:
1 Explain the concepts of • explain the concept of partnership
partnership in a range of
• investigate partnership relationships across a range
health and social care services
of health and social care services
2 Review existing practices of • research developments in working in partnership for
partnership at service user, a range of different users
professional and
• review evidence of interprofessional practice of
organisational level
working in partnership
• review organisational practices and policies
regarding working in partnership
• describe how differences in organisational practices
and policies affect collaborative working
3 Evaluate the partnership • analyse possible positive and negative outcomes in
outcomes, at all levels, for partnership working from a range of service users
service users, practitioners
• analyse the potential impact of negative outcomes
and organisations
for practitioners and organisations if partnership
breaks down
• devise strategies to reduce negative outcomes
Guidance
Delivery
This unit requires formal classroom delivery through analysis of a variety of significant
legislation and policy documents relating to working in partnership. Tutors are advised to
encourage the learner to analyse a variety of research findings looking at service user
perspectives. This would involve looking at partnership. Learners would also benefit from
professional input, evaluating the concepts and practice of partnership for professionals
working in different agencies.
Assessment
Evidence for this unit should demonstrate understanding of where the complexities of working
in partnership at service user, professional and organisational levels occur. Understanding will
need to be demonstrated through a broad range of referenced evidence of how difficult and
complex working in partnership with some service users can be. Moreover, inter-professional
models of working in partnership will need to be considered and their strengths and weaknesses
reviewed. At organisational levels practices from different agencies in health and social care
will need to be analysed and outcomes considered.
Links
This unit underpins and is linked with:
• Unit 2: Principles of Practice
• Unit 21: Supporting Significant Life Events.
This unit also links to the Level 4 S/NVQ in Care:
• SC15: Develop and Sustain Arrangements for Joint Working between Workers and
Agencies
• SC18: Plan and Agree Source Responses Which Meet Individuals’ Identified Needs and
Circumstances.
Resources
Tutors will need sound knowledge of the working practices of a range of different services in
health and social care, housing and education. The philosophy of working in partnership will
need to be outlined with reference to The Children Act 1989, The NHS and Community Care
Act 1990 and the Working Together 1999 document and current and emerging policy
initiatives. It must, however, be emphasised that this unit is about the implementation of
working in partnership with service users, professionals and organisations across a range of
services and not just in relation to children. Access to policy on partnership from different
organisations would be useful as would evidence from a range of contexts, for example health
and social care, housing and education.
Support materials
Textbooks
Edwards K — Partnership in Mental Health Care (Churchill Livingstone, 2004)
Glasby J and Peck E (Editors) — Care Trusts: Partnership Working in Action (Radcliffe
Medical Press, 2003) ISBN: 1857758218
Morris J — Community Care, Working In Partnership With Service Users (Venture Press,
1997) ISBN: 1873878915
Watson N — Working in Partnership with Schools (Grove Books, 1995) ISBN: 1851743065
Other texts
Local Authorities and the Police: Working in Partnership (Association of Metropolitan
Authorities, 1993)
Working in Partnership: A Collaborative Approach To Care (HMSO, 1994)
Websites
www.communitycare.org.uk Community Care magazine
www.jrf.org.uk Joseph Rowntree Foundation
www.open.gov.uk Government Website portal
www.surestart.gov.uk/docs Surestart
Unit 6: Health and Social Care Research
Project
Learning hours: 60
Description of unit
This unit requires learners to integrate knowledge, skills and, where appropriate, competence
across units.
Learners will explore a range of perspectives that influence research design and analysis of
data. The uses of research in health and social care and the importance of ethical practice in
research will be considered. Learners will be required to prepare a proposal for a research
project, obtain data from both primary and secondary sources and present findings. Learners
will critically evaluate their project and make recommendations for further study. Learners will
be required to prepare and carry out individual research project.

1 Explain the values and processes used in health and social care research
2 Conduct a piece of research in health and social care
3 Analyse and present findings of the research
4 Evaluate the research carried out.
Content
1 Values and processes

Perspectives: positivism, interpretivism, scientific method
Ethical codes and ethics committees: accountability, validity, informed consent,
confidentiality, dissemination of results from the research
Ethical dilemmas: beneficence and non-maleficence, reliability and authenticity, privacy,
confidentiality and dissemination of results, selection of participants
Benefits of research in health and social care: eg developing practice, provision of
services, personal and professional development
2 Conduct
Proposal: aims, objectives, rationale, methodology for data collection and analysis,
selection of participants expected outcomes
Design: purpose, approach, scope, methodology, research instruments
Consents: course leader, required protocol of any organisation(s) involved in the research
(eg college head of department, voluntary agency management committee, NHS Trust
ethics committee), participants
Primary methods: observation, interview, questionnaire, experiment
Secondary sources: journals, textbooks, public media, internet
3 Analyse and present

Research data: primary, secondary; qualitative, quantitative
Formats: text, tabular, chart/graphical
Academic referencing: eg Harvard system
Review: how to review papers/journals, abstract journals, electronic journal, electronic
searches, conferences etc
Conclusions: validity, reliability, objectivity of method, advancement of knowledge and
understanding
Recommendations: methodology, for the advancement of knowledge and understanding,
research into practice
4 Evaluate
Values and perspectives: eg philosophical perspective, theoretical model of used, personal
values
Ethical considerations: protection of participants, accountability, resource limitations (eg
funding, time, sample size)

the ability to:
1 Explain the values and • describe different perspectives that can influence the
processes used in health and design of health and social care research
social care research
• explain the role of ethical codes and ethics
committees in research
• explain ethical dilemmas arising in research in
• discuss the benefits of research to practice
2 Conduct a piece of research • prepare a proposal for health and social care
in health and social care research on a defined topic
• justify the research design
• explain strategies adopted to deal with potential
ethical issues
• obtain appropriate consents for the research
• use two primary methods of research
• use secondary sources to support the research
3 Analyse and present • analyse the research data obtained
findings of the research
• present the findings of the research using a range of
formats and an academic referencing system
• draw conclusions from the research
• make recommendations for further study
4 Evaluate the research carried • evaluate the research design and methodology
out
• discuss how the values and perspectives influenced
the research outcomes
• analyse the influence of ethical considerations on
the conclusions drawn from the research
• critically assess how the research findings could be
used to advance health and social care practice
Guidance
Delivery
A review of research terminology and basic methodological techniques is recommended to
introduce the unit. Learners will be expected to understand the processes involved in research
including action planning and presentation of findings. Tutor input will be required for learners
to gain a basic understanding of the philosophical perspectives that can underpin research in
health and social care. Tutors should guide learners carefully regarding the appropriateness and
feasibility of the planned primary research.
Discussion and analysis of contrasting reports of health and social care research, input from
research-active professionals, scrutiny of different ethical codes and of procedures for gaining
local ethics committee consent would be helpful. Research to be carried out in the learner
workplace must be approved in advance by written consent from workplace managers and/or
relevant ethical committees and tutors should check that this has been obtained.
Tutors will need to monitor the progress of the individual projects through tutorials to ensure
that each learner’s project will enable the assessment criteria to be met. Support from
workplace supervisors/managers during the conduct of research carried out in the workplace is
also recommended.
Assessment
Evidence for assessment will be in the form of an analytical report together with a self-
evaluation and supporting artefacts (eg consent documents, questionnaires, interview schedules,
transcripts, presentation tools eg PowerPoint printout, overhead transparencies, witness
testimony etc).
Links
The unit builds on an understanding of basic principles and concepts used in social research.
Links might be made to any of the units within the Higher National programme, depending on
the topic chosen for research. If appropriate, the research project may be designed to meet
workplace/employer purposes provided all assessment criteria can be fully met. Links may also
be made to S/NVQ Level 4 in Care Unit CU7: Develop One’s Own Knowledge and Practice.
Resources
Tutors should have experience of research in social sciences and preferably related to health or
care. Learners should have access to academic literature on health and social care as well as to
specific journals. Learners will need access to statistical data and should be able to use IT data
handling software and the internet.
Support materials
Textbooks
Bannister P et al — Qualitative Methods in Psychology (Open University Press, 1994)
ISBN: 0335191819
Bell J — Doing Your Research Project, 3rd Edition (Open University Press, 1999)
ISBN: 0335203884
Blaxter L et al — How to Research (Open University Press, 1996) ISBN: 0335209033
Bowling A — Research Methods in Health (Open University Press, 1997) ISBN: 0335206433
Denscombe M — Ground Rules for Good Research (Open University Press, 2002)
ISBN: 0335206514
Denscombe M — The Good Research Guide, 2nd Edition (Open University Press, 2002)
ISBN: 0335213030
Fowler F J — Survey Research Methods, 2nd Edition (Newbury Park: Sage Publications, 1988)
ISBN: 0761921915
Gomm R, Needham G and Bullman A — Evaluating Research in Health and Social Care
(Sage/The Open University, 2000) ISBN: 0761964916
Green S — Research Methods in Health, Social and Early Years Care (Cheltenham, Stanley
Thornes, 2001) ISBN: 0748754628
Haralambos M and Holborn M — Sociology: Themes and Perspectives, 5th Edition (Collins,
2000) ISBN: 000715447X
Hinton P — Statistics Explained: A Guide for Social Science Students (London: Routledge
Publishing, 1995) ISBN: 0415332850
Hosker I — Social Statistics (Studymates, 2002) ISBN: 1842850040
Sapsford R and Abbot P — Research Methods for Nurses and the Caring Professionals (Open
University Press, 1992)
Walsh M — Research Made Real (Cheltenham Stanley Thornes, 2001) ISBN: 0748758410
Specialist
units
Unit 7: Social Policy
Learning hours: 60
Description of unit
This unit introduces learners to the many factors which influence social policy. Included are
historical, conceptual, political, regional, national and other agents of social change. Their
effect on welfare provision will be explored. The unit may encompass a variety of health and
social care sectors in the United Kingdom. Analysis of welfare policy ‘landmark’ provision will
enable learners to evaluate sufficiency and deficiency in provision. Tracing developments from
the period prior to 1945 to the present, learners will be able to compare and contrast major
competing perspectives. Reviewing a selection of national models of provision will allow for
consideration of some alternative perceptions and deliveries of welfare services. Key
contemporary issues for policy makers, welfare recipients, providers and all stakeholders will
be examined.

1 Understand salient historical and contemporary landmarks in social welfare provision
2 Analyse the origins of welfare policies and the impact on the service user
3 Investigate recent developments in health and social care policy.
Content
1 Historical and contemporary landmarks

Pre-1945 provision and perspectives: 19th century concepts: the role of religion, the
voluntary sector in welfare: early 20th century Liberalism and the foundations of British
welfare, votes for women etc
1945-1979: World War II, its effects on provision and attitudes to welfare; post-war
‘consensus’ and differences; influence of Butler, Gaitskell, Beveridge and Bevan; the
ending of consensus
1979-present: the New Right and Thatcherism, New Labour and social inclusion, important
legislation and health and social care initiatives
2 Welfare policies
The roles of institutions: parliament, local government, civil service, government agencies,
political parties, committees, enquiries, legislative process, green/white papers, debate
Influences on policy: less eligibility, universality, selectivity, welfare state, welfare to work,
charters; movements: pressure groups, campaigns; political spectrums and ideology; left,
right, centre; Marx and Manheim
Impact of policy on users: examples relevant to chosen Act
3 Recent developments
Current initiatives: gender, ethnic issues, poverty and social security, health and health
services, community care, disability, crime and criminal justice
Impact: on service users
National models: England, Northern Ireland, Scotland, Wales and European examples

the ability to:
1 Understand salient historical • identify key historical landmarks in social welfare,
and contemporary focusing on the period up to 1945
landmarks in social welfare
• outline evolution of health and social care policies
provision
following World War II until 1979
• outline health and social care policies from 1979 to
the present day
2 Analyse the origins of • identify and analyse the processes involved in
welfare policies and the development of a key Act of Parliament
impact on the service user
• analyse the factors that influenced the key themes
and concepts in the Act
• evaluate the impact of the Act on service users
3 Investigate recent • identify current policy initiatives in all health and
developments in health and social care
social care policy
• evaluate the impact of these policy initiatives on
service users
• analyse the differences in formation and adaption of
social policy initiatives from other national
perspectives
Guidance
Delivery
Delivery could include short lectures, seminar presentations, focused discussions, structured
tasks, exercises, specialist, professional and service user speakers, illustrative visits and multi-
media materials. The breadth of the subject requires some topic selectivity in conjunction with
support for assessment opportunities.
Assessment
Evidence should be generated using a variety of assessment tools, including informal,
alternative methods as well as more formal assessment, within a coherent, planned, unit
assessment strategy. This should include seen timed papers, essays, short ‘tests’, individual and
group verbal/visual presentations, micro-research collations, literature surveys, compilation of
glossaries and role-plays.
Links
Links can be made to:
• Unit 8: Social Context of Health and Social Care
• Unit 19: Contemporary Issues in Health and Social Care.
Links may also be made with units from the S/NVQ Level 4 in Care units:
Circumstances.
Resources
It is recommended that tutors have appropriate experience in teaching social policy and have
good understanding of health and social care perspectives and developments. The vocational
experiences of learners are invaluable in providing case material, particularly with support from
employers or placement supervisors. Observation visits could be useful.
Reading could include publications such as — Political Quarterly, Journal of Social Policy,
Sociology and Institute for Public Policy Research. Other relevant material includes local and
national government publications, parliamentary and enquiry reports, university and
professional papers.
Support materials
Textbooks
Alcock C, Payne S and Sullivan M — Introducing Social Policy (Prentice Hall/Pearson
Education, Harlow, 2000) ISBN: 0131231251
Baldock J, Manning N and Vickerstaff S — Social Policy (a Reader) (OUP Oxford, 2003)
ISBN: 01992 58945
Blakemore K — Social Policy, an Introduction (Open University Press, Buckingham, 1998)
ISBN: 0335208479
Brayne H and Martin G — Law for Social Workers (Blackstone Press, London, 1993)
ISBN: 1841741973
Glennerster H — Paying for Welfare Towards 2000 (Harvester Wheatsheaf, London, 1992)
ISBN: 0134420136
Hantrais L — Social Policy in the European Union (Macmillan, Basingstoke 1995)
ISBN: 0333920082
Hill M — New Agendas in the Study of the Policy Process (Harvester Wheatsheaf, London,
1993) ISBN: 0745012922
Johnson N — Reconstructing the Welfare State; a Decade of Change 1980–1990 (Harvester
Wheatsheaf, London, 1990)
Lavalette M and Pratt A — Social Policy a Conceptual and Theoretical Introduction, 2nd
Edition (Sage, 2001) ISBN: 0761969535
Lewis G, Gewirtz S and Clarke J — Rethinking Social Policy (Sage/Open University, 2000)
ISBN: 0761967559
Mishra R — The Welfare State in Capitalist Society; Policies of Retrenchment and
Maintenance in Europe, North America and Australia (Harvester Wheatsheaf, London, 1990)
ISBN: 0745002110
SE Curtis — Health and Inequality (Sage, 2003) ISBN: 0761968237
Timmins N (editor) — The Five Giants; A Biography of the Welfare State (HarperCollins,
London, 2001) ISBN: 000710264X
Vernon S — Social Work and the Law (Butterworths, London, 2003) ISBN: 0406894272
Walsh M, Stephens P and Moore S — Social Policy and Welfare (Stanley Thornes)
ISBN: 0748745912
Unit 8: The Social Context of Health and
Social Care
Learning hours: 60
Description of unit
In this unit, learners will gain an understanding of sociological concepts and their application to
policy making and care practice in health and social care. Factors that contribute to health and
wellbeing will be examined from a sociological perspective and health inequalities will be
explored. Learners will develop an understanding of how social factors influence the provision
and delivery of health and social care services and their role as a key determinant affecting
health and social care outcomes for individuals.

1 Explore the nature of contemporary society
2 Analyse how social inequalities influence the life chances and health status of individuals
3 Analyse contemporary social and health issues using sociological concepts.
Content
1 The nature of contemporary society

Political and economic constructs: systems of stratification: age, gender, race, social class;
households, marriage and divorce
Societal change: demographic: population profiles, national, regional; economic: wealth,
technological development
Social constructs: family, community, education, work, unemployment, leisure
Cultural values and beliefs: related to diversity, ethnicity, religious belief, distribution of
wealth etc
Implications for health and social care sector: services, resources, access
2 Social inequalities
Sources of data: the census, birth and death registrations, population estimates and
projections, population locations
Sociological perspectives: conflict and consensus theories, social construct theories
Inequalities in health and social care: biological factors (heredity, individual biology),
needs, access, outcomes etc
Health status: physical health, mental health, mobility, immune status etc
Life chances: education opportunity, housing, social networks, employment, affluence,
lifestyle choices, risks (eg accidents, deviant behaviours), access to support etc
3 Contemporary social issues and problems

Sociological definitions: health, illness, disability
Social issues and problems: population change: eg proportion of working age, population
mobility, pensions, changing care needs and expectations; work: eg stress, changing nature
of work, unemployment, distribution of wealth; technological advances: eg in therapies,
assistive technologies, expectations; lifestyle choices: leisure, activity, substance misuse;
role of politics, media and public opinion
Social inequalities: life chances, physical environment: eg housing, transport, urban versus
rural, pollution; choice and access to services: education, social, health; resources: eg
earnings, benefits, time; ability to compensate for biological factors influencing health and
wellbeing

the ability to:
1 Explore the nature of • identify political and economic constructs used to
contemporary society define society
• describe factors and trends that reflect current
societal change
• analyse the role of social constructs in shaping
social expectations
• discuss the influence of cultural values and beliefs
on society
• evaluate the implications of societal change for the
health and social care sector
2 Analyse how social • research and use data to describe inequalities in
inequalities influence the life health and care
chances and health status of
• analyse how social factors influence health status
individuals
• analyse how social factors influence life chances
3 Analyse contemporary • apply sociological concepts to definitions of health
social and health issues and well-being
using sociological concepts
• explain how social problems are socially
constructed
• analyse social inequalities from a sociological
perspective
• evaluate possible responses to social issues and
problems and their consequences for the health and
well-being of individuals in society
• evaluate the implications of social issues and
problems on health and social care services
Guidance
Delivery
Discussions in class groups are likely be a key feature of the delivery of this unit. Seminars and
debates will be valuable in developing the interpretive and analytical skills that form an
essential part of sociological discourse. Some structured input on different sociological
perspectives may be required but learners should be encouraged to reflect on their own
observations and experiences and use these as the basis for developing an understanding of
sociological concepts. Learners should also be encouraged to consider the role of cultural
values, political expediency and public opinion in the construction of social problems.
Activities involving the interpretation and analysis of case studies, demographic and other data
will be necessary. Input from specialists, eg community workers, may be helpful.
Assessment
Evidence for this unit may be generated through case studies which may be learner-devised or
scenario-based. Learners should be able to justify, through the use of sources, how social issues
may be perceived as social problems.
Links
This unit links to the following units in this qualification:
• Unit 7: Social Policy
Resources
Tutors will need to have a sound knowledge of the broad perspectives of the social sciences.
Library resources will need to include a good selection of basic sociological texts, plus books
more specifically devoted to analyses of social problems. Access to demographic, social and
health statistics will be necessary.
Support materials
Textbooks
Barry A M and Yuill C — Understanding Health A Sociological Introduction (Sage, 2002)
ISBN: 0761973079
Journals
New Statesman
Sociology Today
Websites
www.communitycare.co.uk
www.cre.org.uk Commission for Racial Equality
www.drc.org.uk Disability Rights Commission
www.eoc.org.uk Equal Opportunities Commission
www.hpa.org.uk Health Protection Agency
www.Societyguardian.co.uk
www.statistics.gov.uk National Statistics Online
www.stonewall.org.uk Stonewall
Unit 9: Ensuring Best Outcomes for
Individuals
Learning hours: 60
Description of unit
In this unit learners will explore the factors that are necessary to promote the rights of service
users to privacy, self esteem, fulfilment, dignity, choice, respect and security for themselves
and their property. Learners will investigate how to manage services so that service users can
participate in decisions about their care and maximise their independence as well as the systems
for assessing and minimising risk. An understanding of the effects of legal, policy, practice and
organisational influences, as well as the importance of access to information and
communication between individuals will be gained. Potential barriers that inhibit participation,
independence and social inclusion will also be investigated. Strategies to empower individuals,
ensure their safety through assessment of risk and to maximise their wellbeing will be
discussed. Learners will also examine good practice in the administration of medication.

1 Explain how the design and review of services promotes and maximises the achievement
of best possible outcomes for individual service users
2 Analyse how participation and independence can be promoted to ensure the achievement
of best possible outcomes for individual service users
3 Critically analyse the responsibilities of managers in managing and monitoring risk from
abuse, failure to protect and harm to self and others
4 Justify how good practice in systems for the administration of medication contribute to
the achievement of best outcomes for the individual service users.
Content
1 Design and review of services

Legislation and national service standards: Care Standards Act and relevant current
legislation including that for health and safety; Care Standards Commission, inspection
processes; powers, duties, responsibilities, accountabilities, entitlements; organisations:
providing services for vulnerable people
Factors: policies, procedures; staffing (eg levels of staffing, shift patterns, continuing
development); individual: level of dependence, changing health status
Communication: methods to overcome differences in communication (eg second language,
sensory impairment, learning disability); accessing and recording information needed for
national service standards and achieving best outcomes for individuals; for continuous
improvement (eg feedback, complaints, comments, inspection, recommendations for
improvement etc)
2 Participation and independence

Factors affecting independence and choice: dependence, independence, choice, constraint,
empowerment; physical, social, emotional, intellectual factors; changing needs, access to
information, participation in decision-making
Organisational systems: ensuring performance of workers, sources of information for
individuals, empowering individuals
Tensions: eg safety versus independence, rights, responsibilities; individuals, others
3 Risk from abuse, failure to protect and harm

Causes of physical or psychological abuse to vulnerable adults: denial of rights eg to
privacy, self esteem, fulfilment, ownership of property, dignity, choice, respect, safety;
social, cultural influences; organisational factors: eg staffing levels; self harm and how it
arises; group dynamics and group living, abuse of one service user by another
Signs of abuse to vulnerable adults: physical and psychological abuse; absence of
indications of well being, patterns of social and emotional behaviour; individual service
user, other residents, workers, family and other contacts; health deterioration associated
with abuse; scapegoating; benchmarks for healthy level of complaint and expression of
concerns
Effective management of risks: legislation; acceptable and unacceptable risk; protection
from unacceptable risk; national service standards; assessing and recording risk, complaints
procedures, participation in creating abuse-free environment; leadership style, whistle-
blowing policy
4 Administration of medication
Handling of medication: ordering and maintaining, administration, storage, recording,
disposal
National standards: standards; legislation; national enquiries eg the Shipman Enquiry;
ethical issues; service user choice; acceptable risk

the ability to:
1 Explain how the design and • explain how legislation and national service
review of services promotes standards influence organisational policies and
and maximises the practices for achieving best possible outcomes for
achievement of best possible individuals
outcomes for individual • analyse factors that may affect the achievement of
service users best possible outcomes for individuals
• analyse how communication between care workers
and individuals contribute to the delivery of
outcomes
2 Analyse how participation • describe factors that may contribute to loss of
and independence can be independence, non-participation and social
promoted to ensure the exclusion for vulnerable people
achievement of best possible • identify and explain processes and support
outcomes for individual mechanisms to maximise independence and choice
service users for individuals
• analyse how organisational systems may be
managed to promote participation and independence
for individuals
• analyse the tensions that arise when balancing the
rights of the individual to independence and choice
against the care provider’s duty to protect
3 Critically analyse the • through a case study, explain how the extent to
responsibilities of managers which an individual is at risk of abuse or harm is
in managing and monitoring identified
risk from abuse, failure to • evaluate the options for protecting the selected
protect and harm to self and individual from abuse whilst balancing legislation
others requirements and guidance with the tensions
involved
• critically analyse, for a known setting, the
effectiveness of policies, procedures and managerial
approach for promoting management of risks
• justify recommendations for improving management
approaches to managing risks in the setting chosen
4 Justify how good practice in • explain the legislation, guidance, codes of practice
systems for the and policy that apply to the handling of medication
administration of • analyse how national service standards promote safe
medication contribute to the practice in the handling of medication
achievement of best outcomes
• evaluate, using a known setting, the effectiveness of
for the individual service
policies and procedures for administering
users
medication in achieving best possible outcomes for
service users
Guidance
Delivery
Learners experiences from the workplace may be drawn out through class discussion and may
be usefully facilitated by exploration of provided case studies, examples from the media etc.
Care should be taken to protect the confidentiality of service users.
Assessment
Learners will need to provide clear evidence of an understanding of theory and ability to link it
to practice. Learners will need to show that they can think about all relevant aspects of the
social environment beyond the social care setting as well as the setting itself. The assessment
tasks should require the learner to analyse real case material.
Links
This unit is linked to other units within this qualifications:
• Unit 21: Supporting Significant Life Events.
The learning programmes for the units could be linked and the assessments could be integrated.
This unit is strongly linked with S/NVQ Registered Managers Level 4:
• Unit RM1: Manage a Service Which Meets the Best Possible Outcomes for the Individual.
Links may also be made with S/NVQ Level 4 Care:
• Unit O2: Promote People’s Equality Diversity and Rights
• Unit SC16: Assess Clients Needs and Circumstances
• Unit SC17: Evaluate Risk of Abuse, Failure to Protect and Harm to Self and Others
• Unit SC18: Plan and Agree Service Responses Which Meet Individuals Identified Needs
and Circumstances.
Resources
A tutor with good knowledge of the management of social care will be required to support the
learning for this unit.
Support materials
Textbooks
Texts on welfare and rights are useful but care should be taken to ensure that they are
appropriate for current legislative frameworks and guidance. Some examples include:
Baillie L — Developing Practical Nursing Skills (Hodder Arnold, 2001) ISBN: 034076256X
Denham MJ — Continuing Care for Older People (Nelson Thornes, 1997) ISBN: 0748731822
Miller J — Social Care Practice (Hodder Arnold, 1996) ISBN: 034065516X
Richards J — Caring for People — A Lifespan Approach (Nelson Thornes, 1999)
ISBN: 0748739009
Toft C — Care and Registered Manager’s Award at S/NVQ Level 4 (Hodder Arnold, 2003)
ISBN: 0340876050
Journals
Care and Health
Community Care
Nursing Times
Residential Care Home Manager
Websites
www.ccwales.org.uk Care Council Wales
www.csci.org.uk Commission for Social Care Inspection
www.doh.gov.uk Department of Health
www.hsj.co.uk Health Service Journal
www.niscc.info Northern Ireland Social Care Council
www.scie.org.uk Social Care Institute of Excellence
www.sssc.uk.com Scottish Social Services Council
www.topss.org.uk TOPSS
Unit 10: Understanding Abuse
Learning hours: 60
Description of unit
The purpose of this unit is to understand factors of abuse in health and social care and to
explore vulnerability to abuse in a variety of different contexts and settings. Learners will need
to investigate current information and research surrounding abuse, explore risk factors of abuse,
either self inflicted or from others and the legislative and policy frameworks involved in
protecting individuals from abuse. Learners will need to consider the effectiveness of
approaches to reduce harm and working strategies aimed at the reduction and prevention of
abuse.

1 Analyse factors that contribute to the incidence of abuse and harm to self and others
2 Identify and review current policy, legislation and professional involvement regarding
abuse
3 Evaluate working practice and strategies used to minimise abuse in health and social
care.
Content
1 Incidence of abuse and harm to self and others

Different types of abuse: physical, emotional, sexual, neglect, financial
Different types of self-harm: self-inflicted wounds, drugs and alcohol
Signs of abuse and self-harm: inappropriate bruising, burns, scalding, malnourishment, low
self-esteem, emotional withdrawal, neglect, other risk factors
Individuals vulnerable to abuse: children, young people, people with learning disabilities,
service users with mental health issues, elderly people, people with dementia etc
Individual factors: self-esteem, identity, gender, previous abuse, relationships, drug and
alcohol abuse, type of family background, mental health issues, psychological basis of
abuse
Contexts and relationships where abuse may occur: home, community, residential care,
institutional care, relationships involving power, caring relationships, within the family,
domestic violence
Social factors: health, housing, education, poverty, social exclusion and disadvantage,
networks of support
Cultural factors: ethnicity, discrimination, religion
2 Current policy, legislation and professional involvement

Legislation and policy initiatives: national, regional and local policies, professional
standards and guidance, individual rights
Range of professionals: range of professionals from health and social care including social
workers, social service staff, NSPCC, health professionals
3 Working practices and strategies used to minimise abuse

Working practices: written and oral communication, use of IT in sharing information
between professionals, anti-oppressive practice, anti-discriminatory practice, thresholds,
risk factors, risk predictions, framework of assessment, identifying children in need
Strategies: working in partnership with service users, between professionals and within
organisations, decision-making processes and forums, case conferences, the ‘at risk’
register, organisational policies and training, case reviews

the ability to:
1 Analyse factors that • identify different types of abuse and explain why
contribute to the incidence of particular individuals and groups may be vulnerable
abuse and harm to self and to abuse
others
• review differing contexts and types of relationships
where abuse may occur and identify risk factors
• analyse the impact of social and cultural factors on a
range of types of abuse
2 Identify and review current • identify the main principles of legislation and policy
policy, legislation and designed to protect individuals and groups from
professional involvement abuse
regarding abuse
• critically analyse strengths and weaknesses in
current legislation and policy relating to those
vulnerable to abuse
• identify key professionals involved in the protection
of individuals and groups vulnerable to abuse and
discuss their roles and responsibilities
3 Evaluate working practice • identify and review existing working practices and
and strategies used to strategies designed to minimalise abuse in health
minimise abuse in health and and social care contexts
social care
• evaluate the effectiveness of these identified
practices and strategies
• make suggestions for further improvements in
working practices
Guidance
Delivery
The unit requires formal classroom delivery incorporating theoretical concepts, research
findings, evidence from documentation, policy and legislation. Learners will need to work with
a wide range of case studies illustrating abuse scenarios. Consideration will need to be given to
the concepts of risk, harm, abuse and intervention strategies. It is suggested that practitioners
from various health and social care settings contribute to formal classroom delivery and that
learners work in small groups to explore the often difficult emotive content. Tutors should be
aware that the subject matter of this unit may necessitate recourse to learner support systems
external to the classroom.
Assessment
Evidence from this unit should be through analysis of appropriate case studies that would allow
learners to meet the assessment criteria. Understanding of these complex areas will need to be
demonstrated through reference to a broad range of case studies, evidence from research, policy
and legislation. The learner should be encouraged to consider a wide variety of service users,
individuals, professionals and settings to formulate evidence for the assessment criteria
required for the unit. Learners should not be limited to consideration of abuse from a child care
perspective; other groups including the elderly, disabled, mentally ill and those from other
cultures or religions need to be included.
Links
This unit is linked with the following:
Links can be made to the following S/NVQ Level 4 Units in Care;
• SC16: Assess Client Needs and Circumstances
• SC17: Evaluate Risk of Abuse, Failure to Protect and Harm to Self and Others
• SC18: Plan and Agree Source Responses Which Meet Individual’s Identified Needs and
Circumstances.
Support materials
Textbooks
Broome AK — Health Psychology: Processes and applications, 2nd Edition (Llewelyn, 1994)
ISBN: 0412551209
Corby B — Child Abuse: Towards a Knowledge Base (OUP, 2000)
Cross M — Proud Children, Safer Child. Handbook For Parents And Carers Of Disabled
Children (The Womens Press, 1998) ISBN: 0704345617
Pritchard J — Good Practice for Working with Elder Abuse in Britain and Canada (Jessica
Kingsley Publishers, 1996) ISBN: 1853027049
Pritchard J — Working with Elder Abuse: A Training Manual for Home Care, Residential and
Daycare Staff (Jessica Kingsley Publishers, 1996) ISBN: 185302418X
Magazines and journals
British Journal of Community Care
British Journal of Social Work
Child Abuse Review
Journal of Interprofessional Care
Other publications
Birchall E and Hallett C — Working Together in Child Protection (Department of Health,
1995) ISBN: 01132 18303
Cleaver H, Unell I and Aldgate J — Children’s Needs — Parenting Capacity: The Impact of
Parental Mental Illness, Problem Alcohol and Drug Use and Domestic Violence on Children’s
Development (Department of Health, 1999) ISBN: 01132 22785
Department of Health — Messages of Research (Department of Health, 2000)
ISBN: 011322309
Department of Health — Framework of the Assessment of Children in Need and their Families
(Department of Health, 2000) ISBN: 0113223102
Leckie D and Pickergill D — The Human Rights Act Explained (The Stationery Office, 1999)
ISBN: 01170 26840
Lord Laming — The Victoria Climbie Inquiry (The Stationery Office, 2003)
ISBN: 0101573022
Websites
www.basw.co.uk British Association of Social Work
Unit 11: Public Health
Learning hours: 60
Description of unit
The aim of this unit is to raise learners’ awareness of factors influencing the health and well-
being of individuals and the different approaches taken to reduce incidence of disease and
illness in communities. The impact of studying patterns of health and disease on provision of
services will also be considered. The unit will consider regional, national and international
priorities and perspectives. The effectiveness of strategies and policies for public health will be
discussed and learners will also explore plans for maintaining and enhancing health for
individuals within a specific workplace.

1 Describe approaches and strategies used to measure, monitor and control the incidence
of disease in communities
2 Investigate implications of illness and disease in communities on the provision of health
and social care services
3 Critically analyse factors influencing health and wellbeing of individuals in a health or
social care setting.
Content
1 Measure, monitor and control the incidence of disease

Roles of different agencies: local, national, international agencies eg local authorities,
health trusts, government, EU, WHO, voluntary organisations
Epidemiology: incidence (geographical distribution, incidence rates, trends), vulnerable
groups, causes, spread and controls
Infectious disease: one of: influenza, food/water borne infections, HIV/AIDS, a childhood
illness, tuberculosis, MRSA
Non-infectious disease: one of: malignant disease, cardiovascular diseases, obesity, asthma
Statistical data: graphical, numerical, tabular; probabilities, incidence rates, trends
Approaches and strategies: surveillance, screening, immunisation, education, legislation,
social welfare, environmental controls
2 Provision of health and social care services

Priorities and approaches: prevention, treatment, palliative care, remedial care
Relationship: planning, facilities, expertise, partnership working, funding, individual v
public good
Lifestyle choices: diet, exercise, substance use, work culture, relaxation
3 Health and wellbeing of individuals

Priorities: eg safety and security, mobility, diet, hygiene, intellectual, social, emotional
needs
Strategies, systems and policies: organisation of service provision, quality of provision,
choices, complaints policies, partnerships, involvement of friends and family etc
Activity to encourage behaviour change: education, physical exercise, games, consultation
exercises (eg focus group), input from specialists etc

the ability to:
1 Describe approaches and • explain roles of different agencies in identifying
strategies used to measure, levels of health and disease in communities
monitor and control the
• investigate the epidemiology of one infectious and
incidence of disease in
one non-infectious disease that is widespread in own
communities
country
• interpret statistical epidemiological data
• analyse the effectiveness of different approaches
and strategies to control the incidence of disease in
communities
2 Investigate implications of • investigate current priorities and approaches to
illness and disease in provision of services for people with disease or
communities on the provision illness
of health and social care
• explain, using examples, the relationship between
services
the prevalence of disease, causes and requirements
for health and social care service provision
• analyse the impact of current lifestyle choices in
future needs for health and social care services
• investigate the range of services required to support
individuals affected by a disease which is
widespread in a local community
3 Critically analyse factors • identify the health and wellbeing priorities for
influencing health and individuals in a particular health or care setting
wellbeing of individuals in a
• critically evaluate the effectiveness of strategies,
health or social care setting
systems and policies in the setting for maximising
the well-being of individuals
• suggest organisational changes that could be made
to improve the health and wellbeing of individuals
in the setting and justify them
• plan, implement and evaluate an activity to
encourage behaviour change for maximising health
for individuals in a health or care setting
Guidance
Delivery
Discussion of current public health initiatives may provide a useful starting point for
introducing this unit. An understanding of the terminology used in relation to public health is
necessary and class activities involving the interpretation and analysis of quantitative data on
the incidence and distribution of diseases will be required. Input from specialist professionals
may also be helpful.
Assessment
The diseases chosen for assessment in outcome 1 may be of local or wider relevance but tutors
are advised to ensure that there is access to sufficient data on the choices made for learners to
meet the assessment requirements. For the assessment of outcome 3, evidence should be based
on case study material or workplace experience.
Links
This unit links with the following units in this qualification:
• Unit 15: Psychology for Health and Social Care
• Unit 18: Complementary Therapies
Links can be made to the following unit in the S/NVQ Level 4 in Care, Unit CU7: Develop
One’s Own Knowledge and Practice.
Resources
This unit will require input from health-related professionals with understanding and
experience of health promotion, epidemiology and related work. Occasional input from
specialists in public health would be beneficial. Access to local health plans and records will be
required as well as access to national and international statistics on the incidence of diseases
and disorders.
Suggested reading
Textbooks
Bury M — Health and Illness in Changing Society (Routledge, 1997) ISBN: 0415115159
Heller T, Muston R, Sidell M and Lloyd C — Working for Health (Sage/The Open University,
2000) ISBN: 0761969985
Tones K and Tilford S — Health Promotion: Effectiveness, Efficiency and Equity, 3rd Edition
(Nelson Thorne, 2001) ISBN: 0748745270
Watterson A (Editor) — Public Health in Practice (Palgrave, 2003) ISBN: 0333946170
Journal of the Chartered Institute of Environmental Health
Journal of the Royal Institute of Public Health
Websites
Websites that support the development of this unit include those of national and international
public health associations and UK government institutions. The following may be useful:
www.cieh.org.uk Chartered Institute of Public Health
www.doh.gov.uk UK Department of Health
www.doh.gov.uk/cmo Chief Medical Officer’s website
www.europa.eu.int European Union website
www.fphm.org.uk Faculty of Public Health
www.hda-online.org.uk Health Development Agency
www.hpa.org.uk Health Protection Agency
www.nhs.uk Main NHS website
www.statistics.gov.uk National Statistics Online
www.who.int World Health Organisation
evidence they develop for this unit.
Unit 12: Physiology for Health
Learning hours: 60
Description of unit
This unit aims to explore normal whole body functioning in the context of an understanding of
physiological mechanisms at cellular, tissue and organ system levels. There will be a focus on
the relationship between structure, function and regulation of key whole body functions.
Learners will be expected to support their understanding by applying and interpreting visual
and quantitative data, including that from a range of measures used in health settings to monitor
the functioning of organs and systems in individuals. The systems and mechanisms investigated
will be those that are important in sustaining activities of daily living or influenced by lifestyle
choices.

1 Explain selected aspects of cell physiology in relation to cell structure and whole body
functions
2 Investigate the physiology of specific types of cells in relation to their roles in the body
3 Explain the physiological mechanisms involved in key activities of the body in relation to
relevant tissues, organs and body systems
4 Analyse how body functions are regulated within normal limits ‘with reference to either
primary or secondary source data’.
Content
1 Cell physiology
Principles of metabolic processes: catabolic and anabolic change, enzymic reactions, role
of co-factors, inhibitory and stimulatory influences; concept of metabolic pathways
Transfer of substances across cell membranes: molecular structure of cell membrane;
diffusion (simple, facilitated), osmosis, filtration, carrier molecules, active transport,
endocytosis, exocytosis
Release and storage of energy: aerobic/anaerobic respiration to include understanding of
glycolysis and the Kreb’s cycle, the formation and breakdown of ATP, the role of the
mitochondrion. Glycogen and lipid synthesis and utilisation
Synthesis of proteins: nucleus, endoplasmic reticulum; DNA, t-RNA, m-RNA
Human reproduction: meiosis, testicular and ovarian cell changes involved in production of
gametes
Growth and development: increasing cell mass, mitosis, stem cells, specialisation and
differentiation
2 Physiology of specific types of cell

Blood cells: erythrocytes, haemoglobin-oxygen dissociation; the Bohr effect, leucocytes
and their role in the immune response; thrombocytes, blood clotting
Epithelial tissues: simple, compound, squamous (skin); functions: protective, secretory
Neurones: motor, sensory, accessory; synapse, synaptic transmission, neurotransmission,
action potential
Muscle cells: myofibril structure (actin, myosin, sarcolemma, myoglobin), contractility
(twitch, summation, fatigue)
3 Key activities of the body

Maintenance of balance: role of visual and balance sense organs, proprioreceptors, reflexes
Musculo-skeleta system and co-ordination: articulation of bones in relation to movement,
antagonistic and synergistic muscle action, reflex actions, role of nervous system
Alimentary canal: digestive and absorptive functions; role of liver, pancreas; egestion of
residues
Excretory processes and interrelationships: role of blood, pulmonary, liver and renal
excretory mechanisms
4 How body functions are regulated
Feedback mechanisms: negative, positive, neural and endocrine interactions, effects on
cell/tissue behaviour (eg membrane permeability, concentration gradients, enzymatic
reactions)
Cardiovascular and respiratory: roles of autonomic nervous system, medulla,
chemoreceptors, erythrocytes, blood plasma
Energy metabolites: carbohydrates, peptides in energy metabolism and lipids; insulin,
glycogen, adrenaline
Excretory processes and interrelationships: carbon dioxide, urea; osmoregulation;
interrelationships: with thermoregulation, salt balance; role of hormones
Thermoregulation: heat loss: skin, surface area, sweat; thermogeneration, role of thyroxine
Data: haematological, biochemical, respiratory and cardiovascular measures
Lifestyle/environmental factors: temperature, pollution; diet, active/sedentary lifestyle,
substance use

the ability to:
1 Explain selected aspects of • explain the principles of metabolic processes
cell physiology in relation to
• analyse how the characteristics of cell membranes
cell structure and whole body
influence the movement of metabolites in and out of
functions
cells
• explain the role of cells in the release and storage of
energy
• explain the role of cell organelles in the synthesis of
proteins
• describe changes within cells associated with human
reproduction
• analyse principles of the cellular processes involved
in the growth and specialisation of cell structure and
function
2 Investigate the physiology of • explain how different types of blood cell are
specific types of cells in adapted for their functions in the body.
relation to their roles in the
• explain how a range of epithelial tissues are adapted
body
for their function in the body
• explain how neurones are adapted for their function
within body communication mechanisms
• explain how the structure and physiology of muscle
cells relate to their role in the body
3 Explain the physiological • describe how balance of the body is maintained
mechanisms involved in key
• explain interactions of different parts of the
activities of the body in
muscular-skeletal system in producing co-ordinated
relation to relevant tissues,
movement of the body
organs and body systems
• analyse how the alimentary canal is adapted for
efficient processing and absorption of food intake
• explain body excretory processes and their
interrelationships
the ability to:
4 Analyse how body functions • analyse how feedback mechanisms operate to
are regulated within normal regulate metabolic processes
limits ‘with reference to
• explain regulatory mechanisms involved in
either primary or secondary
cardiovascular and respiratory functioning
source data’
• explain the mechanisms for regulation of energy
metabolites
• compare the role of different body structures in
thermoregulation
• use data to explain how lifestyle and environmental
factors impact on regulatory mechanisms
Guidance
Delivery
An overview of gross anatomy and the functions of the organ systems and a brief review of
basic scientific principles sufficient to underpin the knowledge and understanding requirements
of the unit would provide a useful introduction to this unit. Learners should be encouraged to
become familiar with the conventions associated with the scientific basis of this subject area.
Learning activities could be supported by analysis of data from clinical settings as well as use
of demonstrations and simple laboratory experiments to enhance understanding. Given the wide
availability of detailed texts and internet sources of information in this subject, tutors should
guide learners carefully about appropriate and inappropriate use of these to support their
assessment evidence.
Assessment
Learners will be expected to use their understanding of biochemical and physiological
principles and knowledge of anatomy to provide appropriate evidence to meet the requirements
of the learning outcomes and assessment criteria. Learners should be able to use the symbols,
statistical and visual conventions associated with this subject area, as well as text in presenting
concise and relevant evidence. Sources should be referenced. Any use of clinical data should
conform to confidentiality requirements. Tutors should provide clear guidance to learners about
establishing the authenticity of individual learner’s work.
Links
This unit may be linked to Unit 11: Public Health particularly with reference to disease and
disease control.
Links may be made with units from the S/NVQ Level 4 in Care:
• Unit CU7: Develop One’s Own Knowledge and Practice
• Unit SC16: Assess Clients Needs and Circumstances.
Resources
A tutor with specialist knowledge of scientific principles and physiology, and preferably with
an understanding of clinical and care contexts, will be required to deliver this unit. Learners
will require access to a range of physiological texts. Access to appropriate teaching aids is
recommended (eg anatomy models, photoelectronmicrographs and photomicrographs).
Learning may be enhanced by observation and experimental laboratory work or through
demonstration, but the unit is not intended to develop laboratory skills. Secondary data records
from routine clinical tests (eg biochemical blood and urine analyses, haematological analyses
etc) are recommended for use to support learning and understanding of how physiological
knowledge underpins the maintenance of health and well-being in individuals.
Suggested reading
Textbooks
Clancy J and McVicar A — Physiology and Anatomy A Homeostatic Approach, 2nd Edition
(Hodder Arnold, 2002) ISBN: 034076239X
Fox S — Human Physiology (McGraw Hill, 2001) ISBN: 0071120785
Hanes, Hooper and Houghton — Instant Notes on Biochemistry, 2nd Edition (Bioscience
Scientific Publishers, 2000) ISBN: 1859961428
Hinchliff, Watson and Montague — Physiology for Nursing Practice, 2nd Edition (Bailliere
Tindall, 1996) ISBN: 0702016381
Seeley R et al — Anatomy and Physiology (McGraw-Hill Educational, 2002)
ISBN: 0071150900
Sherwood L — Human Physiology: From Cells to Systems (Brooks Cole, 2003)
ISBN: 0534395015
Toole G and Toole S — Advanced Human and Social Biology (Nelson Thornes, 1997)
ISBN: 0748729119
Tortora G and Grabowski S — Principles of Anatomy and Physiology (John Wiley and Sons,
2000) ISBN: 0471412805
Websites
www.bbc.co.uk/science/humanbody BBC website
www.bioresearch.ac.uk University of Leicester Department of Cell Physiology
and Pharmacology
www.physoc.org Physiological Society
Unit 13: Managing Human Resources in
Learning hours: 60
Description of unit
This unit will investigate the processes involved in the management of people in the health and
social care workplace. This will include the recruitment of the most appropriate personnel and
supporting employees in their work, particularly through developing their ability to work
effectively in teams and developing their knowledge and skills so that they can contribute to the
delivery of a quality service. Learners will contextualise these elements within the relevant
legal and policy frameworks. In addition, the influence of management style and organisational
factors on the effectiveness of teams will be explored.
This unit is particularly appropriate for those learners who have experience of leadership and
management of work groups, including involvement in the recruitment of staff.

1 Explain processes for the recruitment, selection and retention of individuals who work
in the health and social care workplace
2 Analyse strategies for building effective teams for working in health and social care
3 Analyse systems for monitoring and promoting the development of individuals working
in the health and social care workplace
4 Evaluate, using examples from experience, approaches for managing people working in
health and social care.
Content
1 Recruitment, selection and retention of individuals

Factors for planning recruitment: succession planning, change (organisational, policy,
service user, work roles, local circumstances); defining human resource requirements: full-
time, part-time, job description, person specification: qualifications, experience, personal
attributes; advertising, vacancies, career progression opportunities, training and
development needs
Legislative and policy frameworks: relevant and current legislation, codes of practice and
policies relating to: worker rights, health and safety, diversity, anti-discriminatory practice,
care standards, protection of vulnerable people
Selection of best individuals: short-listing applicants, models of selection (interview,
audition, psychometric assessment, assessed task etc), involvement of stakeholders eg
members of team, service users, external stakeholders
2 Building effective teams

Theories on behaviour in groups: formation of groups, group dynamics, eg theories of
Belbin, Tuckman, Woodcock, Gross, McClelland etc
Types of team: formal, informal; work groups, multidisciplinary teams, inter-agency,
project groups etc
Influences on effective team working: team purpose, empowerment of team, leadership,
individual priorities/roles
Approaches for developing effective teams: informal, formal
3 Monitoring and promoting the development of individuals

Monitoring performance of individuals: observation, appraisal, periodic review,
achievement of successful outcomes, use of targets, benchmarks, feedback from others etc
Identifying individual training and development needs: monitoring of performance, career
development planning, changing personal circumstances etc
Strategies for promoting continuous development: achieving competence (against
occupational standards), training versus education, partnerships, staff development plans,
compliance with external requirements (eg care standards, professional registration etc),
dedicated allocation of resources, use of external kitemarks eg Investors in People
Implementation of staff development programme: in-house training, using supervision and
appraisal, external courses, action-centred learning, lifelong learning, coaching and
mentoring, assessing competence
Effectiveness: benefits and limitations for: individuals, teams, service users, organisational
requirements
4 Approaches for managing people
Theories of leadership: transactional, transformational: theories proposed by eg Fiedler,
Vroom and Yetton, Mintzberg, Handy
Allocation of tasks: work load management, objective-setting, work patterns, individual or
team working, selective allocation for developing skills
Management of working relationships: influence of management style, organisational
structure; leadership versus management; contingency management (best-fit), role-
modelling, effective communication, team building, constructive feedback, shared values
etc; accountability: monitoring and assessing performance, communicating decisions,
disciplinary and grievance procedures
Own development: attributes: confidence, skills competencies, knowledge and
understanding; qualifications; career development, ability to work with change etc

the ability to:
1 Explain processes for the • describe the factors to be considered when planning
recruitment, selection and the recruitment of individuals to work in health and
retention of individuals who social care
work in the health and social • explain how legislative and policy frameworks of
care workplace the home country influence the selection,
recruitment and employment of individuals
• evaluate different approaches that may be used to
ensure the selection and recruitment of the best
individuals for work in health and social care
2 Analyse strategies for • explain theories relating to how individuals interact
building effective teams for in groups
working in health and social • describe different types of teams that work in health
care and social care
• analyse the factors that influence the effectiveness
of teams working in health and social care
• evaluate approaches that may be used to develop
effective team working in health and social care
3 Analyse systems for • describe different ways in which the performance of
monitoring and promoting individuals working in health and social care may be
the development of monitored
individuals working in the • describe how individual training and development
health and social care needs may be identified
workplace
• analyse different strategies for promoting the
continuing development of individuals in the health
and social care workplace
• describe how an effective staff development
programme may be implemented
• evaluate the effectiveness of a specific staff
development programme with which you are
familiar
4 Evaluate, using examples • analyse how a range of theories of leadership may
from experience, approaches apply in the health and social care workplace
for managing people • explain how the allocation of tasks may influence
working in health and social the performance of individuals and teams
care
• analyse how working relationships may be managed
• evaluate how your own development has been
influenced by management approaches encountered
in your experience
Guidance
Delivery
It is anticipated that learning in this unit will be facilitated through class discussion, drawing on
learner experience and discussion of policies and practices encountered. However, learners will
require guidance on the current legislative requirements relating to employment and on
management theory relating to team building, management styles and leadership.
Assessment
Evidence for the assessment of this unit can be from the use of case studies linked to the
learner’s organisation. A single unit assessment investigating the recruitment practice and
policies, which covers all the learning outcomes within a thematic approach of an individual
organisation could be used. Equally, a series of written or verbal presentations may be used to
cover all learning outcomes.
Links
This unit links to:
• Unit 14: Managing Financial Resources in Health and Social Care
• Unit 28: Managing Quality in Health and Social Care.
Links may also be made with the S/NVQ Level 4 in Management:
• Unit 9: Lead People
• Unit 24: Recruit, Select and Retain Colleagues.
Links may be made with S/NVQ units from the Level 4 Care:
• SC15: Develop and Sustain Arrangements for Joint Working Between Workers and
Agencies
• SC18: Plan and Agree Source Responses Which Meet Individual’s Identified Needs and
Circumstances.
Support materials
Textbooks
Belbin R M — Beyond the Team (Butterworth Heinemann, 2000) ISBN: 0750646411
Hough M — Groupwork Skills and Theory (Hodder Arnold, 2002) ISBN: 034079957
Pedler M, Burgoyne J and Boydell T — A Manager’s Guide to Self Development (McGraw
Hill, 2001) ISBN: 0077098307
Quick Thomas L — Successful Team Building (Amacon, 1992) ISBN: 0814477941
Sadler P — Leadership (Kogan Page, 2003) ISBN: 074943919X
Torrington D, Hall L and Taylor S (Editors) — Human Resource Management (Financial
Times Prentice Hall, 2001) ISBN: 0273646397
Wheeler N and Grice D — Management in Health Care (Nelson Thornes, 2000)
ISBN: 0748740384
Focus
Management Today
Nursing and Residential Manager
Websites
www.cipd.org.uk Chartered Institute of Personnel Development
www.indsoc.org.uk The Work Foundation (formerly The Industrial Society)
www.management-standards.org National Occupational Standards in Management
Unit 14: Managing Financial Resources in
Learning hours: 60
Description of unit
This unit addresses the needs of managers of health and social care services who are required to
control their expenditure against fixed budgets. It will equip them with the skills needed to
monitor costs, make predictions, evaluate the process of effective control of resource allocation,
including shortfalls, and make recommendations for expenditure. Most importantly, it will
emphasise the key factors of both efficiency and effectiveness.
This unit is most appropriate for those who hold responsibilities for managing budgets in a
health or social care workplace or who have access to financial information and processes
within an organisation. Those without such access will have difficulty in completing the
assessment requirements for the unit.

1 Explain systems to manage financial resources
2 Analyse the role of planning in the management of budgets
3 Explain the importance of monitoring budget expenditure
4 Evaluate how systems and processes for managing financial resources influence a
specific service for individuals.
Content
1 Systems
Costing and business control systems: costs, income, cost-benefit analysis, expenditure,
budget, capital, cost control, cost centre; out-sourcing, competitive tendering, forecasting,
profit, break even; basic software for monitoring financial information within an
organisation
Information: business costs: people, equipment, finance, buildings, consumable items,
administration etc; income streams; trends and external influences eg changes in policy,
competitive factors, legal requirements etc
Regulatory requirements: legislation and codes of practice, audit, accountability, policies
Systems: sources of income, how budgets are set, administration of budgets, cost centres,
accountabilities, audit requirements etc
2 Planning budgets
Diverse sources of income: public, private, voluntary; local, national
Influences on resource availability: funding priorities, agency objectives and policies,
private finance, outsourcing, inter-agency partnerships, government policies, geography,
type of service
Types of budget: cost centre, project management, outsourcing contract
Decisions about expenditure: environmental analysis, accountabilities, priorities, short-,
medium- and long-term planning; cost-benefit analysis; financial risk, project management
3 Monitoring budget expenditure

Information for monitoring expenditure: cash flow, controlling costs, spreadsheet data,
training needs
Financial shortfalls: priorities, virement, reserve funds, alternative external income
sources; implications for individuals within the service
Suspected fraud: analysing financial information for reliability, validity and sufficiency;
reporting, evidence of fraud
4 Managing financial resources within a specific service

Financial decisions: responsibility for decision making, information available, sources of
income, priorities etc
Relationship between service delivery, costs and expenditure: cost-benefit, pricing policies,
purchasing arrangements etc
Impact on individuals: quality of service, access to service etc
Recommendations: options available, supporting evidence, information to be presented for
discussion by financial decision makers

the ability to:
1 Explain systems to manage • describe the principles of costing and business
financial resources control systems
• identify information needed to manage financial
resources
• describe regulatory requirements for managing
financial resources
• evaluate systems for managing financial resources
in a specific health or care organisation
2 Analyse the role of planning • identify the diverse sources of income that may be
in the management of budgets encountered in health and care services
• analyse factors that may influence the availability of
financial resources in health and social care
organisations
• analyse the advantages and disadvantages of
different types of budget expenditure
• analyse how decisions involving expenditure may
be reached
• evaluate how decisions about expenditure are made
within a specific organisation
3 Explain the importance of • analyse information needed by colleagues in order
monitoring budget to monitor expenditure
expenditure • explain how financial shortfalls can be managed
• describe the actions to be taken in the event of
suspected fraud
• evaluate budget monitoring arrangements in own
workplace
4 Evaluate how systems and • identify information required to make financial
processes for managing decisions relating to the service
financial resources influence • analyse the relationship between the service
a specific service for delivered, costs and expenditure
individuals
• evaluate how financial considerations impact upon
an individual using the service
• make justified recommendations for improving the
service through changes to financial systems and
processes
Guidance
Delivery
Learners will benefit from discussion of different systems and practices within their experience
in health and social care. Practical activities involving the analysis of relevant financial
information, drawing up of budgets etc would also be helpful.
Assessment
It will be necessary for tutors to advise learners about the scale of service investigated for
outcome 4. The service should encompass several cost centres but for a large organisation,
should focus on an appropriate local dimension sufficient to enable learners to meet the
requirements of the unit.
Links
• Unit 13: Managing Human Resources in Health and Social Care
Links can also be made to units in the S/NVQ Level 4 in Management:
• Unit 29: Obtain Finance
• Unit 30: Manage Money
• Unit 31: Manage Budgets.
Links may also be made with a unit from the Level 4 S/NVQ for Registered Managers (Adults):
• Unit B3: Manage the Use of Financial Resources
Links can be made with the S/NVQ Level 4 in Care units:
Agencies
Circumstances.
Support materials
Textbooks
Bates J G — Managing Value for Money in The Public Sector (Chapman Bell, 1993)
ISBN: 0412463601
Bean J and Hussey L — Costing and Pricing Public Sector Services (HB Publications, 1997)
ISBN: 1899448020
Bean J and Hussey L — Finance for Non Financial Public Sector Managers (HB Publications,
1997) ISBN: 1899448039
Coombs H M and Jenkins D E — Public Sector Financial Management (Thompson Learning,
2001) ISBN: 186152675X
Dyson J R — Accounting for Non Accounting Learners (Prentice Hall, 1993)
ISBN: 0273683853
Perrin J — Resource Management in the NHS (HMSC, 1992)
Robinson R — Public Expenditure and the NHS — Trends and Proposals (Ken Judge, 1992)
Websites
www.management-standards.org National Occupational Standards in Management
Unit 15: Psychology for Health and Social
Care
Learning hours: 60
Description of unit
This unit will interweave concepts from social psychology, lifespan development, symbolic
interactionism, deviance theory, anthropology and socialisation, concentrating on changing
roles throughout the lifespan. The intention of the unit is to develop an understanding of those
who use health and social care services through application of psychological concepts. An
understanding of those who use health and social care services enhances and maintains the
social functioning (valued roles) of individuals within social contexts. Therefore, it is important
to understand the nature of social functioning and how valued roles are determined.

1 Explore theories of lifespan development
2 Analyse social and biological determinants of behaviour relevant to health and social care
contexts from a psychological perspective
3 Explore the application of psychological theories to selected aspects of health and social
care
4 Critically evaluate how psychological theories influence health improvement and care
strategies.
Content
1 Theories of lifespan development

Concepts of human development: stage versus open-ended theories, continuity versus
discontinuity, static versus dynamic theories, idiographic versus nomothetic perspectives on
personality
Theories: Freud, Erikson, Maslow, Rogers, Piaget Learning theory, Social Interactionism; a
range of others eg Buhler, Havinghurst, Kolberg, Gutmann, Lowenthal, Gould, Loevinger,
Berne
Lifestage: infancy, early childhood, later childhood, adolescence, adulthood, late adulthood,
final stages of life and death
2 Social and biological determinants

Social and biological factors: social: socialisation, family, education, culture, media,
environment, effects of discrimination, social exclusion; biological: genetics, traits,
blueprints, neuro-degenerative disorders (eg Parkinson’s, Alzheimer’s)
Social roles: development of social roles, concept of conformity, social context of
behaviour, social group membership, relationships (to include symbiotic interactionism),
development of self concept eg Mead and Cooley
Context: sick-role behaviour, perception and interpretation of symptoms, use/misuse of
health and social care services, compliance with treatments, emotional adjustment to ill-
health, coping strategies (eg service user, survivor, organisational), institutionalisation
3 Application of psychological theories

Psychological stress: eg work-related, illness, chronic illness, bereavement, loss
Behaviour disturbance: attention deficit disorders, autistic spectrum disorders, behaviours
associated with addiction
Mental health disorders: neurosis, psychosis eg depression, schizophrenia, eating disorders
eg anorexia, bulimia
4 Health improvement
Behaviour change: health promotion (including various models and concepts linked to
psychological theory), coping strategies, avoidance therapy, eg cognitive dissonance,
denial, projection, perception), compensation for loss of identity, advocacy, policies based
on normalisation theory, aggression and abuse policies
Relationships: service user/families and friends, service user/care worker, between care
workers, service-user-service-user

the ability to:
1 Explore theories of lifespan • explain different concepts of human development
development
• compare and contrast theories of lifespan
development
• analyse how knowledge of psychological concepts
and theories are relevant to specific life stages
2 Analyse social and biological • discuss social and biological factors that influence
determinants of behaviour behaviour
relevant to health and social
• analyse the importance of social roles in the context
care contexts from a
of health and social care situations
psychological perspective
3 Explore the application of • analyse the application of psychological theories to
psychological theories to experience of stress in individuals and its alleviation
selected aspects of health and
• explore theories relating to behaviour disturbance
social care
• analyse how psychological theory informs
understanding of mental health disorders
4 Critically evaluate how • evaluate application of psychological principles to
psychological theories effecting behaviour change in health and social care
influence health
• analyse how psychological theories can enhance
improvement and care
understanding of relationships in health and social
strategies
care
Guidance
Delivery
It is recommended that the main perspectives in psychology are used to introduce this unit.
Tutors should then explore theories of lifespan development so that learners acquire the
understanding of the different types of theory. It would then be beneficial to make appropriate
links to influences on personality development. Although Eriksson, Maslow, Freud and Rogers
should be addressed, other theorists should be included, depending upon the focus of interest of
the programme and learners. A detailed understanding of different theories relating to the
application of psychological theory is not expected but learners should have a broad
understanding of how psychology informs health and social care strategies for individuals. Case
studies and class discussion may be helpful and learners should be encouraged to draw on their
own practice experience. Guest speakers who are specialists in the field are recommended.
Links
There will be links to the following units in this qualification:
• Unit 22: Counselling Skills Development and Practice.
Links may be made with S/NVQ Level 4 in Care Unit SC16: Assess Clients Needs and
Circumstances.
Resources
A psychology specialist with an understanding and working knowledge of health and social
care environments would be most appropriate for the delivery of this unit. Access to
appropriate journals is advisable such as Psychology Review and the Journal of Health
Psychology (Sage Publications).
Support materials
Textbooks
Beckett C — Human Growth and Development (Sage, 2002) ISBN: 0761972498
Gross R and McIlveen R — Psychology, a New Introduction (Hodder and Stoughton, 2000)
ISBN: 0340776897
Hayes N — Foundations of Psychology (Nelson, 1994) ISBN: 017490018X
Jarvis M and Russell J — Key Ideas in Psychology (Nelson Thornes, 2003) ISBN: 0748765646
Websites
www.mind.org.uk National Association for Mental Health
www.sane.org.uk Mental health awareness raising organisation
Other materials
Video material could provide useful support material eg Iris, RCN update Patient-centred
dementia care, Channel 4/BBC videos — information on websites.
Unit 16: Understanding Specific Needs
Learning hours: 60
Description of unit
This unit provides learners with an opportunity to explore the specific needs frequently
encountered in users of health and social care services. Specific needs include mental illness,
learning disability, physical disability and sensory impairment. Learners will gain an overview
of the range of specific needs but may focus their study on those special needs relevant to their
employment, voluntary work or placement. Learners will investigate how specific need is
defined and how perceptions are influenced and change over time. The care needs of
individuals with specific need(s) will be investigated, together with the way in which
legislation, organisations and services can support these needs. Based on a case study, learners
will evaluate the effectiveness of support in meeting specific needs in individuals.

1 Explore perceptions of health, disability, illness and behaviour
2 Investigate services and systems for supporting individuals with specific needs
3 Analyse approaches and intervention strategies to support individuals with specific need
4 Explore strategies for coping with challenging behaviours associated with specific needs.
Content
1 Perceptions of health, disability, illness and behaviour

Concepts: normality, images, models, definitions, language and terminology
Perceptions: labels, stigma, discrimination, oppression, rights
Attitudes over time: historical perspectives, social and political developments, medical and
technological advances
Legislation and social policy: reflects changes in attitude, modifies attitudes and practices,
inclusion, policies, community care initiatives etc; recent and emerging change; Equal
Opportunity Act, Disability Discrimination Acts, Mental Health Acts, Education Acts, Care
Standards Act
2 Services and systems

Care needs: physical, social, emotional, language, intellectual, sexual, spiritual
Organisations and systems: statutory, not-for-profit, voluntary; self help, formal, informal
care
Services: health, social care; day, residential; education, recreation, transport; access (eg
geographical, physical, financial)
3 Approaches and intervention strategies

Approaches and interventions: self-help, direct action, partnerships, evidence-based
practice, advocacy, guardianship, autonomy and empowerment, risk management; medical,
technological, therapeutic products, lifestyle choices and therapies
Potential tensions: rights versus protection of self and others, alleviation of needs versus
remedial therapy, risk versus autonomy and independence, choices and preferences, service
dilemmas and policies eg cost benefit analyses, priorities
Emerging developments: medical and technological advances, changing attitudes, local,
national and international perspectives
4 Coping with challenging behaviours

Challenging behaviours: learning disabilities, physical disabilities, ill health (physical and
mental), physical impairment, acquired brain injury, drugs and alcohol
Methods of working: communication, setting clear boundaries/targets, time out, rewards
and sanctions, medication
Organisational implications: legal framework, professional standards, codes of practice,
policies and procedures

the ability to:
1 Explore perceptions of • analyse different concepts of health, disability,
health, disability, illness and illness and behaviour in relation to service users
behaviour with whom you work
• compare perceptions of specific needs in different
cultures
• describe how attitudes towards individuals with
specific needs have changed over time
• analyse how legislation, society, culture and social
policy interact to influence attitudes and services
available for individuals with specific needs
2 Investigate services and • analyse how the care needs of individuals are
systems for supporting affected by the presence of specific needs
individuals with specific
• describe current legislation, organisations and
needs
systems for supporting individuals with specific
needs
• critically evaluate services available in a chosen
locality for individuals with specific needs
3 Analyse approaches and • describe a range of approaches and interventions
intervention strategies to used to support individuals with a specific need
support individuals with
• evaluate the effectiveness of interventions for an
specific need
individual with specific need(s)
• identify potential tensions that may arise when
supporting individuals with specific needs
• discuss the possible impact of emerging
developments on support for individuals with
specific needs
4 Explore strategies for coping • describe different concepts of challenging behaviour
with challenging behaviours
• analyse methods of working with the consequences
associated with specific needs
of challenging behaviour
• describe organisational implications for coping with
challenging behaviour
Guidance
Delivery
The learning and understanding needed for this unit will be substantially informed by the
experience gained and observations made by learners when in placement. Class discussion with
some more focused input (eg on legislation) from tutors will form the basis of the unit.
Specialist inputs may be helpful to support the unit.
Assessment
Learners will present evidence in the form of written work informed by their own researches
and by their observations of individuals made in placements/employment.
Links
Links may be drawn to National Occupational Standards in Mental Health though it is stressed
that the unit is not intended to contain all underpinning knowledge.
• MHD1: Identify Potential Mental Health Needs and Refer Individuals for Services
• MHD4: Work with Individuals to Identify Their Needs, Assess Related Risks and the Need
for Intervention
• MHE1: Contribute to the Development, Provision and Review of Care Programmes
• MHE4: Plan and Agree Service Responses which Meet Individuals Identified Needs and
Circumstances.
Links may also be drawn to the S/NVQ Level 4 for Registered Managers (Adults) Unit O3 and
S/NVQ Level 4 for Care Unit O3: Develop, Maintain and Evaluate Systems and Structures to
Promote the Rights, Responsibilities and Diversity of People.
Links may also be drawn to units occurring solely in the S/NVQ Level 4 in Care:
Circumstances.
Support materials
Textbooks
Brown R I — Quality of Life for People with Disabilities: Models, Research and Practice, 2nd
Edition (Nelson Thornes, 1997) ISBN: 9748732942
Skelt A — Caring for People with Disabilities (Pearson Educational, 1993) ISBN: 0273600893
Swain J, Finklelstein V, French S and Oliver M — Disabling Barriers — Enabling
Environments (Sage/The Open University, 1992) ISBN: 080398825
Tait T and Genders N — Caring for People with Learning Disabilities (Hodder Arnold, 2002)
ISBN: 0340807091
Websites
Websites that support the development of this unit include those of related organisations and
relevant government departments. The following may be useful but the list is not exhaustive:
www.arc.org.uk Arthritis Research Campaign
www.drc-gb.org Disability Rights Commission
www.learningdisabilities.org.uk Foundation for People with Learning Disabilities
www.mencap.org.uk Mencap
www.open.gov.uk UK government website
Learners should be encouraged to consult a wide range of websites to support the evidence they
develop for this unit.
Unit 17: Community Development Work
Learning hours: 60
Description of unit
This unit examines the purposes and functions of community development work and identifies
the knowledge, skills and resources required for good practice in this area. An understanding of
the following will be developed — networking, research, strategic planning, partnership,
marginalisation, inclusion, participation, funding mechanisms, publicity, sustained
development, facilitation, individual and group needs. Emphasis will be on empowerment of
communities. Knowledge of the significance of cultural diversity, alternative values and
principles of community development work will enable learners to apply their understanding
and skills within a community setting.

1 Examine definitions of community and community development
2 Identify and explain knowledge and skills requirements in community development
3 Analyse how the community development worker facilitates the development of
community initiatives
4 Evaluate the impact of project work on communities.
Content
1 Communities and community development

Communities: women, children, adolescents, elders, ethnic and religious minorities, people
with disability, lesbian and gay people, benefit recipients, travellers, prisoners, hospital
patients, care residents, the poor, the unemployed, the homeless, the rurally isolated,
council estate tenants etc
Community support mechanisms: individual, group and organisational; family patterns,
networks, neighbourhood, locality
Community focus: education, health, leisure, crime prevention and care services, health and
safety in communities: change management
Marginalisation: nature and attributes; communal identity; community development;
diversity versus marginalisation; alternative values in communities
2 Knowledge and skills requirements

Initiation of community relationships: interactions with individuals, groups and agencies;
development of learning opportunities for individuals and groups from activities and
experience; analysis, action and role in conflict resolution; collective action; participation;
ownership; planning; local roles; community action evaluation
Information and research: identification and agreement of community needs and desires;
information gathering and research: survey, questionnaire, observation, data, interview,
sampling, analysis, evaluation, presentation, report, debate, decision, recommendation
3 Development of community initiatives

Contributions of community development worker: defining project work, establishing aims
and objectives for projects, collaboration, networking, partnerships; development of
resources, funding strategies; development of community development practice;
fundraising strategies and methods; joint working; cross-sector collaboration;
accountability and control of financial resources; skills, expertise, information and material
resources; publicity and media networks; using information technology for community
benefit; identifying problems and developing imaginative and creative solutions
Sustainability: management and monitoring of community projects; democratic
accountability; training needs; development of resources; joint working; long-term goals;
changing attitudes, motivation within and toward communities
4 Impact of project work on communities

Effects: changing images, perceptions, attitudes and motivation
Barriers: opposing factions, funding, lack of community involvement (apathy), lack of
physical resources
Overcoming barriers: measuring, acknowledging and publicising achievement, reflective
practice of community development worker

the ability to:
1 Examine definitions of • critically examine definitions of community and
community and community community development
development
• identify strengths and problems in communities
• analyse how marginalisation and social exclusion
may develop
2 Identify and explain • identify how community development is initiated
knowledge and skills
• describe the processes involved to harness
requirements in community
community action
development
3 Analyse how the community • analyse the contribution made by the community
development worker development worker
facilitates the development
• analyse the role of the community development
of community initiatives
worker in empowering the community
• analyse how knowledge and skills within the
community can be used to sustain development
• evaluate methods of devolving responsibility for
sustaining a project
4 Evaluate the impact of • analyse the potential short term and long term
project work on effects of projects on communities
communities
• evaluate potential barriers to successful community
development activity
• analyse ways of overcoming barriers to community
development
Guidance
Delivery
Seminars, with appropriate formal/informal input and guest speakers, representing community
agencies, would effectively enhance learning. Learners should be encouraged to forge links
with a community group or project, sharing their experiences and exchanging information.
Assessment
Evidence should be generated using a variety of assessment tools, including informal,
alternative methods as well as more formal assessments, within a coherent, planned, unit
assessment strategy. This should include seen, timed papers, essays, short ‘tests’, individual and
group verbal/visual presentations, micro-research collations, literature surveys, compilation of
glossaries and role-plays. This unit provides an ideal opportunity for community-based research
and project work. Action research would be one example of a particularly useful approach.
Links
This unit covers several areas which link to other units:
• Unit 5: Working in Partnership
• Unit 6: Health and Social Care Research Project
• Unit 19: Contemporary Issues in Health and Social Care
• Unit 24: Understanding Learning.
Links occur with the following units in the S/NVQ Level 4 in Community Development Work:
• Unit A3: Develop Strategic Relationships with Communities, Organisations and within
Partnerships
• Unit C4: Ensure Community Participation in Planning and Taking Collective Action
• Unit F3: Evaluate and Develop Own Practice.
Links can be made to the following units in the S/NVQ Level 4 in Care:
• O2: Promote Peoples Equality, Diversity and Rights
Responsibility and Diversity of People
Agencies
Circumstances.
Resources
It is recommended that tutors have experience of community or voluntary sectors and
understanding of funding, training and cross-sector, partnership working. Learners will need
access to specialist texts and journals of the community and voluntary sector. Learners may
need to be guided towards one of the many research texts that are available if they have not
covered Unit 6: Health and Social Care Research Project. It is essential that learners have the
opportunity to work or have a placement in a community-based agency.
Support materials
Textbooks
Francis D and Henderson P — Working with Rural Communities (Macmillan, 1992)
ISBN: 033355146X
Leat D — Managing Across Sectors (VOLPROF, City University, 1993) ISBN: 095205633X
Twelvetrees A — Community Work (Macmillan, 2001) ISBN: 0333912705
British Journal of Social Work
British Journal of Sociology
Community Care
Community Development Journal
Websites
There is a considerable amount of information available on the internet in this area, tutors and
learners might benefit from a targeted approach. Examples include:
www.cdc.mid-wales.net Community Development in Wales
www.cdx.org.uk Community Development Exchange
www.comm-dev.org Community Development Society (International Organisation)
www.fcdl.org.uk Federation for Community Development Learning
Unit 18: Complementary Therapies
Learning hours: 60
Description of unit
The aim of this unit is to provide an understanding of the delivery and usage of a range of
complementary therapies and in particular their role in relation to conventional medicine.
Learners will analyse the evidence for their benefits to health and wellbeing as well as identify
contraindications and health and safety issues in relation to their use. The effectiveness of
regulation of different therapies and their practitioners will be evaluated.

1 Describe the principles behind a range of complementary therapies and their current
usage
2 Compare the role of complementary therapies in relation to orthodox treatments and care
3 Analyse evidence for the efficacy, including contra-indications, of complementary
therapies in sustaining health and well-being
4 Evaluate systems for the regulation of different complementary therapies.
Content
1 Complementary therapies and their current usage

Range: at least two from each: a) pharmaceutically mediated: eg herbalism, homeopathy;
b) physically mediated: eg osteopathy, chiropractic yoga, Alexander Technique
c) psychologically mediated: eg counselling, psychotherapy, hypnotherapy
Treatment: signs and symptoms, principles of administration, frequency/dosage of
administration, equipment, materials, agents
Advantages and disadvantages: benefits claimed eg enhancing health, amelioration of
symptoms; contraindications, intrinsic harm
Access: physical access, financial, referral systems, cultural factors; private sector, public
sector
2 Role of therapies in relation to orthodox treatments and care

Muscular-skeletal: bones, joints, muscles, mobility, pain
Metabolic: eg digestive and eliminatory processes, dermatological health, endocrine
functioning, immune function, reproductive function
Cardio-respiratory: pulmonary functioning, cardiovascular functioning
Psychological effects: for those with mental health problems eg stress, depression; those
with learning difficulty eg ADH, autism
Contra-indications: interactions: in simultaneous administration of therapies
(complementary and/or orthodox); for complementary therapy compared with contra-
indications of orthodox therapy
Attitudes: eg actual use, preferred therapies, barriers to use
3 Evidence for the efficacy, including contra-indications

Sources of information: therapy practitioners, health professionals, commercial sources,
science, systematic research
Claims: eg cure, amelioration, prevention of signs and symptoms; enhancement of well-
being
4 Regulation
Regulation systems: legislation, codes of ethics, codes of practice, self-regulation,
complementary therapy practitioner representative umbrella organisations; enforcement
Effectiveness: minimising risk, benefits, professionalism, developing public understanding,
working with orthodox therapies, emerging trends

the ability to:
1 Describe the principles • describe treatment processes for a range of widely–
behind a range of available complementary therapies
complementary therapies and
• explain advantages and disadvantages of the
their current usage
therapies described
• describe the range of complementary therapies
available in the locality
• analyse factors influencing access to the
complementary therapies
2 Compare the role of • compare the role of a range of complementary
complementary therapies in therapies in relation to muscular-skeletal wellbeing
relation to orthodox
• compare the role of a range of complementary
treatments and care
therapies in supporting metabolic health and
wellbeing
• appraise the role of complementary therapies in
treating and ameliorating cardio-respiratory
dysfunction
• appraise the psychological effects of complementary
therapies
• compare contra-indications between orthodox and
• evaluate attitudes to complementary therapies
3 Analyse evidence for the • analyse sources of information on complementary
efficacy, including contra- therapies for validity and reliability
indications, of
• evaluate evidence for claims made for the benefits
complementary therapies in
of complementary therapies
sustaining health and well-
being • draw conclusions and make justified
recommendations about the use of complementary
therapies with a specific service user group with
which you are familiar
4 Evaluate systems for the • describe current regulation systems for
regulation of different complementary therapies
• evaluate the effectiveness of the regulatory systems
• make recommendations, supported by evidence, for
developing regulatory systems for complementary
therapies
Guidance
Delivery
Learners will require a good understanding of human physiology and a short overview of this
could provide a useful basis by which to introduce the unit. Learners will also need to have a
basic understanding of treatment and care processes used in orthodox medicine. There is a
considerable choice of complementary therapies that might be considered in this unit but for
outcome 1, learners should be directed towards focusing on those that are widely available in an
appropriate locality and if possible include some that are available through established health
and care services. Learners will need guidance in conducting their research and understanding
could be developed through tutorials and group discussion.
Assessment
Learners will be required to carry out secondary research from a range of academic and other
sources to produce evidence for this unit. Primary research eg case studies, attitude surveys
could provide useful supporting evidence. All sources should be fully acknowledged.
Links
This unit links particularly to:
• Unit 12: Physiology for Health
• Unit 16: Understanding Specific Needs.
There may also be links to relevant occupational standards for the practice of complementary
therapies eg aromatherapy.
Links may be made with units from the S/NVQ Level 4 in Care:
Circumstances.
Resources
This unit would benefit from input from health or care professionals with experience of the use
of complementary therapy in health and care. Contributions from experienced complementary
therapy practitioners would be a further advantage for this unit. Learners should have access to
the internet for their research as well as to relevant academic and professional literature.
Support materials
A wide range of texts on complementary therapies written for a public audience are available.
However, informative texts for more specialist audiences are also available eg Sharma U 1995
Complementary Medicine Today — Practitioners and Patients Routledge London.
Textbooks
Dimond B — The Legal Aspects of Complementary Therapy Practice: A Guide (Churchill
Livingstone, 1998) ISBN: 0443056153
Kelner M and Wellman D — Complementary and Alternative Medicine: Challenge and
Change (Routledge London, 2000) ISBN: 9058230996
Rankin-Box D — Nurses Handbook of Complementary Therapies, 2nd Edition (Ball Tindall,
2001) ISBN: 0702026514
Vickers A — Examining Complementary Medicine (Nelson Thornes, 1998) ISBN: 0748733140
Journals
Community Care
Complementary Therapies in Medicine (Churchill Livingstone)
Complementary Therapies in Nursing and Midwifery (Churchill Livingstone)
Nursing Standard
Nursing Times
Which? Health
Health pages of broadsheet newspapers also provide useful information.
Websites
There are many websites providing information about complementary therapies. Tutors and
learners will need to be aware of the difficulty in validating some of the sources.
Exeter University www.exeter.ac.uk/sshs/compmed has an academic department of
complementary therapy. In addition, the printed media feature useful updates on their health
pages.
Other websites represent therapist groups for example:
www.acupuncture.org.uk British Acupuncture Council
www.banl.org.uk British Association for Nutrition Therapy
www.gcc-uk.org General Chiropractic Council
www.nimh.org.uk National Institute of Medical Herbalists
www.ostepopathy.org.uk General Osteopathic Council
Unit 19: Contemporary Issues in Health and
Social Care
Learning hours: 60
Description of unit
This unit aims to develop the learner’s understanding of the factors that may influence public
debate of matters relating to health and social care. Learners will analyse the methods used to
bring information to the public arena for debate, and the validity and reliability of that
information will be analysed. Class debate and discussion will be used to analyse the factors
that affect the development of public opinion. Learners will firstly explore how a range of
health and social care issues is presented in the media and then monitor the development of a
particular issue over time and conduct a small local attitude survey about the issue. Learners
will develop a portfolio of media coverage on the specific issue of interest, and analyse the
interrelationships between public opinion of the issue and the development of related social
policy. The role of different media in shaping social behaviours and attitudes and the balance
between representation and manipulation of health and social care information will be
evaluated.

1 Explain how information relating to health and social care gives rise to issues of concern
to the public
2 Analyse how issues of current concern in health and social care are presented in the media
3 Research and analyse a range of different perspectives on one specific issue relating to
4 Evaluate current thinking on the chosen issue and its likely influence on the development
of health and social care services.
Content
1 Information
Information: from the media: print media, film, TV, radio, internet, use of visual images
Perspectives in the presentation of information: moral panic, discursive perspectives on the
media
Influences on attitudes and behaviour: format of presentation, style of presentation, content
People: individuals, groups, communities, professionals, pressure groups, lobbyists,
marketeers, policy formers, others as appropriate
Developments in health and social care: legislation, codes of practice, services,
professionalism
2 Issues of current concern

Understand the role of the media in responding to and shaping public opinion
Identification of relevant sources of information
Reliability of sources of information
Conflicting views of current issues
The impact of the internet on news media, politics and professional practice
3 Health and social care

Outline key issues
Awareness of the influence of cultural context
Presentation and emphasis of media and policy makers: ‘spin’ and marketing of issues
Recognition of different interpretations of information
Summarise and draw conclusions about health and social care issues
4 Current thinking
Knowledge of specialist sources of current information: eg websites, news media and
journals
Critical evaluation of information collected
Understanding of impact on services studied

the ability to:
1 Explain how information • describe how information relevant to health and
relating to health and social social care reaches the public domain
care gives rise to issues of
• identify and describe different techniques for
concern to the public
presenting information in the media
• analyse how the different ways in which
information is presented influence attitudes and
behaviour of people
2 Analyse how issues of • evaluate how the public can assess the reliability
current concern in health and validity of media information about health and
and social care are presented social care
in the media
• explain ways in which information may be used to
influence the attitudes and behaviour of people in
relation to health and social care
• analyse how attitudes and behaviour of people
influence developments in health and social care
3 Research and analyse a range • identify, set in context and define the scope of the
of different perspectives on specific major issue relating to health and social
one specific issue relating to care
• monitor presentation of the issue in a range of
information sources and media over a period of time
• summarise different perspectives gleaned from all
sources on the issue and how they have changed
over time
• carry out a survey of attitudes relating to your
specific issue in the local area and present a
summary of key findings
• analyse the factors that have influenced the
development of the different perspectives over the
monitored period
4 Evaluate current thinking on • analyse the extent to which local attitudes reflect
the chosen issue and its likely those found at a national level
influence on the development
• evaluate the validity of public attitudes and
of health and social care
behaviours in relation to the specific issue
services
• identify and justify the possible consequences for
health and social care provision and services
Guidance
Delivery
Class discussion will be a significant feature of the delivery of this unit. Tutors are advised to
promote discussion and use formal debates to assist learners to explore issues of public concern
and develop the ability to identify, analyse and evaluate a range of different opinions that may
be held by others. Learners should be introduced to a full range of different media and discuss
how information is put across to their audiences. An understanding of different public
audiences targeted would be useful. Tutorial support will be necessary to support learners as
they monitor their chosen issue over the duration of the unit and plan and analyse their attitude
survey.
Assessment
Written work will form the major part of evidence submitted for assessment. Evidence of the
primary research carried out should be presented in a concise form. Learners should present
evidence of the media monitoring of the chosen issue in a way that is appropriate to support the
evidence needed to meet the requirements of the assessment criteria.
Links
This unit provides an opportunity for learners to access current issues and developments in a
wide range of health and social care areas, so links may be established with other units on this
programme as relevant. Learners may find it beneficial to have completed Unit 7: Social Policy.
However, current issues can be focused on practice as well as policy.
Links may be drawn to the following units in the S/NVQ Level 4 in Care:
• Unit O2: Promote People’s Equality, Diversity and Rights
• Unit SC15: Develop and Sustain Arrangements for Joint Working Between Workers and
Agencies
• Unit SC17: Evaluate Risk of Abuse, Failure to Protect and Harm to Self and Others.
Resources
Tutors will need to ensure that there are resources available to support learners in researching
current issues and developments. These should include library sources of relevant books,
professional journals and a range of popular newspapers and magazines.
Internet access is also particularly important for this unit. Documentary TV programmes or
news items may need to be viewed in class.
Support materials
Textbooks
Seale C — Media and Health (Sage, 2003) ISBN: 0761947302
Websites
This list is not exhaustive and learners should investigate this medium for sources specific to
their research.
www.doh.gov.uk Department of Health (Social Care link)
www.guardian.co.uk Guardian website (with dedicated Society page)
www.hda-online.org.uk Health Development Agency
Unit 20: Assistive Technologies
Learning hours: 60
Description of unit
This unit is about learners developing an understanding of the value and use of assistive and
communication technologies, their function and application within health and social care
services. It is also an opportunity for learners to examine the implications of developments in
technology and the potential impact of their application on services and service users.

1 Investigate the use of and access to appropriate assistive and communications
technologies for health and social care
2 Analyse how technology can be applied to support independent living
3 Evaluate implications of developments in assistive technologies which have potential for
application in health and social care.
Content
1 Assistive and communications technologies

Assistive technologies: technological devices and systems eg those for security, health and
safety, mobility aids, aids for activities of daily living, visual, audio aids, administration of
medication
Communications technologies: hardware and software; information and data collection
systems, web and email delivery systems, telecare provision (eg for information and
advice); electronic forums, counselling and monitoring services; telephone and video
conferencing services; electronic distribution of data via CD-Rom, DVD etc; innovative use
of standard technologies eg mobile phones, speed dial, voice activation, PDAs for
monitoring, diary appointment systems and others as they evolve; electronic booking and
recording networks
Barriers: cost, technological access difficulties, training; maintenance systems,
implications of technical breakdown
Benefits: eg autonomy and independence, reducing risk, access to information, precision or
accuracy
2 Support independent living

Needs: physical care, intellectual, social, emotional, health
Independent living: networking in support groups, medication, access to information,
automation of activities
Services: for individuals, families, carers, groups, communities; care workers,
organisations, services, agencies
3 Implications of developments
Health and safety: associated with operation of the technology systems, consequences of
technical breakdown
Ethics: eg autonomy, changes in level of privacy, changes to care worker service user
interactions
Impact on services, organisations and workers: eg remote diagnostic and operative
processes, interactions with others, relationships, confidentiality, cost benefit analysis,
training
Roles of workers: workload, work scheduling, data exchange, staff development needs

the ability to:
1 Investigate the use of and • describe a range of technologies and devices
access to appropriate available for use within health and social care
assistive and
• describe a range of communications technologies
communications
available to services and service users
technologies for health and
social care • analyse barriers to the use of assistive technologies
in health and social care
• explain benefits of technologies to organisations and
individuals
2 Analyse how technology can • analyse how the use of assistive technologies may
be applied to support support independent living
independent living
• evaluate the use of assistive technology for one
specific health and social care service user
• make recommendations of how assistive
technologies might enhance services for individuals
with specific health and social care needs
3 Evaluate implications of • describe health and safety considerations in the use
developments in assistive of assistive technologies
technologies which have
• analyse ethical considerations in the use of assistive
potential for application in
technologies
• describe the impact of recent and emerging
technological developments on health and social
care services, organisations and care workers
• suggest how assistive technologies might influence
the roles of workers in health and social care in the
future
Guidance
Delivery
An overview of technological advances and their application in relation to health and social
care would be useful to introduce the unit. Tutors will need to structure delivery to ensure that
learners have sufficient understanding of some core technologies eg computer control systems,
robotics, satellite communication.
In addition, practical work on computers and the opportunity to carry out investigative projects,
to explore issues with technical specialists and the application of theory and knowledge in a
work setting are all essential components of ensuring that learners gain the maximum benefit
from this unit. Visits to independent living centres or occupational therapy departments could
provide information about the range of technologies available. Literature from manufacturers
and suppliers may also provide insight into the technologies.
Assessment
Assessment is likely to be based on a combination of information gathered during work
experience when working with technology, working on projects and working on independent
research. Projects, exhibits or case study reports may also be used to generate and present
evidence for assessment.
Links
This unit links with most of the other units in the programme, as there are implications for
almost all health and social care environments in the development of technology. There are
opportunities for cross-referencing and integrating work between units eg:
• Unit 3: Ensuring Health and Safety
• Unit 16: Understanding Specific Needs.
The unit will contribute towards the underpinning knowledge for S/NVQ Care Level 4 units:
• O2: Promote People’s Equality, Diversity and Rights
Responsibility and Diversity of People
• SC16: Assess Individuals’ Needs and Circumstances
• SC18: Plan and Agree Service Responses Which Meet Individuals’ Identified Needs and
Circumstances.
Resources
Access to the internet is essential to keep up to date with current developments. Tutors will
need to be knowledgeable about the latest technological developments and specifically those
impacting on health and social care. Demonstrations from visiting specialists would be strongly
recommended for the unit to be effective.
Visits to specialist workplaces and resources may be useful for learners to see the technology
being applied.
Support materials

Disabled Living
Websites
www.arc.org.uk Arthritis Research Campaign
www.dlf.org.uk Disabled Living Foundation
www.radar.org.uk Disability Network
www.rnib.org.uk Royal National Institute for the Blind
www.rnid.org.uk Royal National Institute for the Deaf
Unit 21: Supporting Significant Life Events
Learning hours: 60
Description of unit
This unit investigates how individuals may be supported through expected and unexpected
transitions associated with the human life cycle and with adjustment to change such as entering,
moving or leaving a health and social care service. The responsibilities of managers in ensuring
that a service is responsive to the needs of individuals experiencing trauma and loss will be
discussed.
Learners will analyse ways in which the service may contribute to the maintenance of dignity
and self-image for those experiencing traumas and loss. Learners will also explore how staff
working with individuals experiencing significant life events may also be supported.
This unit is recommended for those learners who have had experience of managing health and
social care services.

1 Analyse the impact of significant life events and transitions on individuals and their social
networks
2 Evaluate possible management responses for supporting individuals in health and social
care experiencing significant life events
3 Critically analyse responses made by a service to significant life events using examples
from experience.
Content
1 Significant life events

Life events and transition: life span: events and transitions associated with life stages:
(childhood, adolescence, adulthood, middle age, old age, dying); physical, social,
psychological changes relating to lifestyle, relationships, health, illness, disability,
economic circumstances, cultural difference etc
Responses: psychological (eg depression, emotional stress), physical (eg reduced mobility,
loss of function), social (eg behavioural, detachment)
Groups: life partnerships, family, friends, communities; colleagues, service user groups
Impact for others: care workers, other service users
2 Management responses for supporting individuals

Organisational responses: applying policies and procedures, critical incident responses,
routines, support for those in social networks, respect for rituals, adaptations to service eg
equipment, personal care
Others: family, friends, groups, communities; other service users, care workers
External sources of support: specialists within the health and social care sector and the
framework within which they work; support therapies eg counselling, aromatherapy;
cultural, faith communities; agencies eg the Deaf Society, the RNIB, The Dementia
Association etc, information and advice eg financial, legal
3 Responses made by a service

Policies and procedures: eg confidentiality, bereavement, accessing specialist services etc
Recommendations: eg for policies, procedures, organisational culture, management style,
accommodation and facilities etc
Personal experiences: in the workplace, other experience (at the discretion of individual
learners) sufficient to recognise place of learner self-awareness in relation to supporting
others

the ability to:
1 Analyse the impact of • explain different types of significant life event and
significant life events and transition that may be experienced by individuals
transitions on individuals and over the life span
their social networks
• describe different responses made to significant life
events and transition by individuals
• analyse how a group responds to significant life
events that occur to one of its members
• analyse the impact for others in health and social
care when a service user experiences significant life
events
2 Evaluate possible • describe possible organisational responses to
management responses for significant life events and transitions that may be
supporting individuals in made by managers in health and social care
• analyse how others in social networks may provide
experiencing significant life
support to individuals experiencing a significant life
events
event or transition
• evaluate external sources of support for those
affected by significant life events and transition
3 Critically analyse responses • evaluate the effectiveness of organisational policies
made by a service to and procedures in supporting individuals in health
significant life events using and social care experiencing significant life events
examples from experience
• make recommendations for improving the support
available in the organisation for individuals and
their social networks experiencing significant life
events and transition
• analyse the effectiveness of personal contributions
to the support of others experiencing a significant
life event
Guidance
Delivery
This unit lends itself to in-class discussion of case studies. Learners should be encouraged to
discuss their experience of real cases, but care should be taken to protect the confidentiality of
service users. Discussion will need to be managed sensitively for members of the group
according to the personal experiences of its members. The unit lends itself to personal
reflection and analysis of the learners’ own life experiences. Involvement of others, for
example, specialists such counsellors or those from voluntary organisations could provide a
useful contribution to an understanding of support approaches.
Assessment
Learners will need to provide clear written evidence of their ability to link theory to practice.
They will need to demonstrate that they can think about the whole system comprised of the
social environment beyond the residential setting as well as the residential setting itself.
Assessment tasks should require learners to analyse real case material.
Links
There may be opportunities to link assessment of this unit with
• Unit 23: Counselling Skills Development and Practice.
This unit is strongly linked with Unit RM2 from the S/NVQ Level 4 Registered Manager
(Adults): Ensure Individuals and Groups Are Supported Appropriately When Experiencing
Significant Life Events and Transitions.
Links may also be drawn to units from the Level 4 S/NVQ in Care:
Circumstances.
Resources
A tutor with experience of the management of social care will be required to support the
learning for this unit.
Support materials
Information from specialist organisations will be useful eg CRUSE, Samaritans, Relate.
Textbooks
Allott M and Robb M — Understanding Health and Social Care — an Introductory Reader
(Sage Publications, 2000) ISBN: 0761956867
Cook A and Oltijenbrans K — Dying and Grieving — Life Span and Family Perspectives
(Thomson, 1997) ISBN: 0155015060
Spall B and Callis S — Loss, Bereavement and Grief (Nelson Thornes, 1997)
ISBN: 0748733221
Toft C — Care and Registered Manager’s Award at S/NVQ Level 4 (Hodder Arnold, 2003)
ISBN: 0340876050
Websites
www.doh.gov.uk Department of Health
www.sssc.uk.com Scottish Social Services Council
www.topss.org.uk TOPSS
Unit 22: Developing Counselling Skills
Learning hours: 60
Description of unit
This unit focuses on the identification, practice and development of interpersonal and
counselling skills. On completion of the unit, learners will have the inter-related skills required
to initiate, maintain and conclude a counselling interaction. The learners will also explore
appropriate theoretical perspectives that underpin counselling and how the core models of
counselling may be applied in health and social care situations. Learners will acquire an
understanding of ethical considerations in counselling and the ethical codes that govern
counselling practice. Learning will take place through the use of role play, with peer and tutor
observation and feedback supporting learners to develop the self-awareness and skills needed
for counselling interactions. The unit will enable learners to develop appropriate counselling
skills to support their work role in the health and social care.

1 Describe the theoretical perspectives used in counselling
2 Evaluate the role of counselling interactions in a health and social care service with
which you are familiar
3 Demonstrate appropriate counselling skills in a simulated counselling interaction
4 Describe the boundaries and current ethical codes that apply in counselling.
Content
1 Theoretical perspectives
Theoretical models: psychodynamic, humanistic, cognitive-behavioural
Contribution of major theorists: theories of Freud, Klein; theories of Rogers, Perls,
personality theory; theories of Ellis, Beck, 4-stage problem-solving
2 Counselling interactions in health and social care

Individuals: service users, health and social care workers
Scope and access: eg availability, internal or external to service organisation, referral,
funding etc
Potential benefits: to individuals, groups, communities; those who work in the organisation;
eg behaviour change, enhanced health and well-being, alleviation of symptoms etc
Factors influencing the use of counselling interactions: eg access, confidential
environment, resource availability, organisational culture, professional boundaries etc
3 Counselling skills
Initiate and establish: satisfactory demonstration of skills relating to: setting boundaries,
confidentiality, opportunity to disclose, clarification of counsellor role, recognising
feelings, review techniques, managing self in interaction, use of Stage 1 skills
Maintain and develop: satisfactory demonstration of skills relating to: managing silence,
timing of responses, managing personal feelings and agendas, use of challenging skills, use
of ‘here and now’, facilitating of client self-understanding, setting goals with client, use of
an integrated and structured approach, use Stage 1 and 2 skills
Conclude: demonstrate Stage 1, 2 and 3 skills, satisfactory demonstration of skills relating
to: exploration of strategies for client to achieve goals, enable client choice, information
offered acceptable and free from bias, manage ending
Evaluate the interaction: outcomes for client of the interaction, effectiveness of own
contribution to client outcomes, skills used and their effectiveness, management of self eg
own feelings
Evaluate development of own skills: strengths and weaknesses, learning from personal
journal, responses to feedback from others, application to workplace role, personal insights,
self-awareness gained etc
4 Boundaries and ethical codes
Counselling relationship: boundaries (eg political, social, organisational), context of work,
policies and procedures, professional counselling contract
Ethical guidelines: BACP Code of Ethics, other emerging guidelines as appropriate, other
professional codes eg Nursing and Midwifery Council
Legal factors: legislation relating to data protection, anti-discriminatory practice, protection
of vulnerable people; professional liability, indemnity
Role of supervision: nature of counselling supervision, different models of supervision,
importance for ethical practice

the ability to:
1 Describe the theoretical • define different theoretical models used in
perspectives used in counselling work
counselling
• compare the contribution of major theorists to the
different perspectives used in counselling
• analyse the advantages and disadvantages of
different theoretical perspectives in health and
social care situations
2 Evaluate the role of • describe the scope of and access to counselling
counselling interactions in a support available for individuals in the chosen
health and social care service
service with which you are
• identify and explain potential benefits of
familiar
counselling interactions for individuals within the
chosen service
• analyse the factors that influence the use of
counselling interactions for the individuals within
the service
• make justified recommendations for maximising
benefits of counselling interactions for individuals
within the service
3 Demonstrate appropriate • initiate and establish a counselling relationship
counselling skills in a using counselling skills
simulated counselling
• maintain and develop the relationship using
interaction
counselling skills
• conclude the interaction using counselling skills
• evaluate the interaction
• evaluate development of own counselling skills
4 Describe the boundaries and • explain current ethical guidelines for counsellors
current ethical codes that and supervisor practitioners
apply in counselling
• analyse the legal factors that should be considered
in counselling interactions
• evaluate the role of supervision in counselling
Guidance
Delivery
There should be opportunities for learners to develop their counselling skills through role plays
within the class group throughout the delivery of the unit. An introduction to the work of
different theorists and how it relates to counselling interactions will be required and
opportunities for learners to discuss the use of counselling skills within health and social care
work would be helpful. Learners should be prepared to develop self-awareness through the
feedback on the practical role-plays in class from tutors and peers. Learners are not expected to
engage in counselling interactions with clients to achieve this unit. Maintenance of a reflective
journal by each learner specifically for this unit is recommended.
Assessment
Assessment of outcome 4 should take place at the end of the programme after learners have had
the opportunity to develop their counselling skills over a period of time through the class role
play. Evidence for outcome 3 will require some individual research on the range of counselling
services available to support the needs of the individuals in the health and social care service
chosen (this may be the workplace).
Links
There are links in this unit to aspects of theory explored in Unit 15: Psychology for Health and
Social Care. There are also links to Unit 1: Communicating in Health and Social Care, Unit 4:
Continuing Development A and the unit may also be a useful complement to Unit 21:
Supporting Significant Life Events.
Links may also be made to S/NVQ Level 4 in Care:
• Unit SC14: Establish, Sustain and Disengage from Relationships with Clients
• Unit SC16: Assess Clients Needs and Circumstances
• Unit SC18: Plan and Agree Source Responses Which Meet Individual’s Needs and
Circumstances.
Links may be drawn to the S/NVQ Level 4 in Counselling units:
• CM_41: Employ a Theoretical Framework in Counselling
• CM_42: Engage in a Counselling Process with Clients
• CM_46: Reflect on Own Counselling Practice.
Resources
An experienced counselling practitioner, preferably with teaching experience is required for the
delivery and assessment of this unit. Accommodation should provide opportunity for the role
plays to be conducted with appropriate respect for confidentiality. Accessible counselling
services may be necessary to support individual learners if required.
Suggested reading
Textbooks
Aldridge S and Rigby S — Counselling Skills in Context (Hodder Arnold/BACP, 2001)
ISBN: 0340799641
Bayne R, Horton I, Marry T, Noyes E and McMahon — The Counsellor’s Handbook,
2nd Edition (Nelson Thornes, 1999) ISBN: 0748733094
Burnard P — Counselling Skills for Health Professionals (Nelson Thornes, 1999)
ISBN: 0748739769
Nelson-Jones R — Theory and Practice of Counselling and Therapy, 3rd Edition (Sage, 2001)
ISBN: 1412900514
Wolfe and Dryden W — Handbook of Counselling Psychology (Sage, 1996)
ISBN: 0803989911
Websites
www.bacp.co.uk British Association of Counselling and Psychotherapy
Unit 23: Continuing Development B
Learning hours: 60
Description of unit
This unit builds on the experience gained from completion of Unit 4: Continuing Development
A. 200 hours of work experience in addition to the hours completed for unit 4, are required for
achievement of the unit. Collection of evidence for this unit may commence before completion
of Unit 4 but it is expected that learners will only embark on this unit (Unit 23) if their
responsibilities and practice opportunities within the work place are appropriate for the learning
outcomes and assessment criteria to be met.
It is expected that learners will be able to demonstrate appropriate levels of understanding of
service user needs, be an effective team worker, and be able to work with initiative in the
workplace. In addition to demonstrating on-going personal development, learners will be
required to contribute actively to the planning and delivery of care for individuals and monitor
this over a period of time. Presentation of a case study to demonstrate understanding of the
factors that influence care planning is essential to the unit.
Learners will begin to demonstrate leadership skills, lead meetings and understand their role in
relation to organisational structures and systems and to external factors influencing care
priorities, including emerging developments and change.
It is essential that learners and assessors respect the confidentiality of information from
the workplace at all times.

1 Present, through a case study, how the needs of an individual service user are identified,
met and managed over a period of time
2 Analyse ongoing progress towards planned personal development objectives
3 Demonstrate development of leaderships skills within a workplace team
4 Critically analyse own contributions and responses to organisational processes and
emerging developments.
Content
1 Case study
Relevant information: eg personal circumstances, state of well-being; involvement of
individual, family and friends, professionals; records and reports, understanding of
processes, risk assessments etc
Rights: preferences and choices, safety and security, autonomy and independence,
confidentiality, protection from harm and abuse
Monitor: implementation of care plan, impact of intervention/non-intervention, unforeseen
events and consequences
Dilemmas and barriers: conflicts and disagreements, rights and best possible outcomes for
the individual, preferences and choices eg of individual vs. rights of others
Communication: strategies and approaches used, systems and procedures, barriers
2 Planned personal development

Plans: continuation from Unit 4: Continuing Development A, revisions to aims and
objectives, changing priorities, context of work/placement
Learning from others: formal learning and training (eg tutors, assessors); observation,
mentoring, supervision, tutorials; informal networks, team members, line managers, service
users, other professionals etc
Values, behaviour and practice: principles of good practice, initiative, responsibilities,
types
3 Leadership skills
Leadership style: communication, involvement of others, eg shared objectives, training etc
Team meeting: plan and prepare associated materials, conduct business of meeting, prepare
minutes, follow up actions
Supporting others: eg observing, counselling, advising, mentoring, teaching/training, co-
operative working, representing to others, assessing, feedback
Effectiveness of team: eg group dynamics, performance, adopted roles, personalities and
values, role of planned and informal team building activities
Leadership skills: motivation, empowering others, vision, facilitation, communication,
decision making
4 Organisational processes and emerging developments
Organisational processes and developments: responsibilities, policies and procedures,
initiatives and innovations, research, monitoring quality, implementing change, assessing
impact etc
Improvements for individuals: in health and social care settings, achieving best possible
outcomes, increasing choice, independence, maximising learning etc
New information, policies and developments from outside the workplace: statutory and
social change, research, new techniques and approaches, professional updating, impact of
social policy

the ability to:
1 Present, through a case study, • describe all relevant information required to
how the needs of an prepare, implement and monitor the care plan for an
individual service user are specific service user
identified, met and managed
• explain the ways in which service user rights,
over a period of time
independence and autonomy are respected
throughout
• analyse the effectiveness of the care plan and
modifications to the plan made over time
• evaluate the strategies adopted to deal with any
dilemmas and barriers pertinent to the case study
• evaluate the role of communication, team work and
other agencies in the care process and on the
outcomes for the service user
2 Analyse ongoing progress • review, update and monitor personal development
towards planned personal plans in accordance with professional needs and
development objectives personal goals
• analyse how own values, skills and practice have
developed through learning from others
• critically evaluate own values, behaviour and
practice and the impact of these on your work with
different people
3 Demonstrate development of • analyse own leadership style within work teams
leaderships skills within a
• lead a team meeting
workplace team
• analyse own abilities in supporting others with
whom you work
• analyse the effectiveness of the work team and own
role in enhancing the performance of the team and
individual team members
• justify ways to further develop own leadership skills
the ability to:
4 Critically analyse own • explain own contributions to organisational
contributions and responses processes and developments
to organisational processes
• evaluate how organisational structures, systems and
and emerging developments
processes may influence the work of the
organisation or agency in which you work
• suggest and justify ways in which organisational
systems and structures could be developed to effect
improvements for individuals
• analyse how new information, policies and
developments from outside the workplace influence
your own role and responsibilities within the
workplace
Guidance
Delivery
Learners undertaking this unit will be expected to have developed the ability to work with some
degree of autonomy in recognising opportunities for meeting the assessment criteria and
gathering and collating evidence appropriately. The support of workplace mentors and
managers is essential for learners to be able to generate evidence needed for the case study
(outcome 1) and to chair a meeting (outcome 4). It is expected that learners will have a leading
role or the capacity to develop leadership qualities in work experience as a minimum to achieve
this unit. Learners should be able to recognise relevant links with work being carried out for
other units and to apply the knowledge and understanding gained from their study and
experience to their personal development as care workers. Tutorial support to monitor the
progress of learners will be essential as well as access to relevant professional journals,
websites etc.
Assessment
Learners will present a portfolio of evidence to demonstrate their continuing development and
verified evidence of time spent in work experience. This should be included within their
personal development portfolio. Evidence should be unique to the learner and cross-referenced
to the assessment criteria. Evidence may take the form of expert witness testimony, observation
records, assignments, reflective accounts, descriptive reports and artefacts. Learners are
expected to ensure confidentiality of all evidence from the workplace/placements. Evidence
from other units in the Higher National programme or from other qualifications (eg an S/NVQ)
may be presented if relevant but must be fully cross-referenced to the assessment criteria of this
unit. If evidence from other sources is used, verified copies of the evidence are acceptable.
Evidence would normally include a journal maintained for the duration of the programme.
There should be clear evidence of personal progression and learning from practice.
Links
Links may also be drawn to S/NVQ Level 4 Care:
Support materials
Textbooks
Davies C, Finlay L and Bullman A — Changing Practice in Health and Social Care (The Open
University, 1999) ISBN: 0761964967
Websites
www.cipd.co.uk Chartered Institute of Professional Development
www.ento.org.uk Employers National Training Organisation
Unit 24: Understanding Learning
Learning hours: 60
Description of unit
This unit investigates the learning process. Learners will explore current theories of learning
and relate these to the development of practical skills and the acquisition of knowledge and
understanding. The effectiveness of learning will be discussed, particularly through analysis of
the concept of individual learning style. Learners will draw on their own experience to analyse
strategies for supporting learning, particularly in the health and social care workplace and non-
classroom situations. Learners will also investigate basic skills needs and discuss how practices
in the workplace can provide support for care workers with these needs.
This unit is particularly appropriate for those with responsibilities for supporting the learning of
others in the workplace. It provides a theoretical basis for Unit 25: Assessing and Developing
Others.

1 Analyse different theories of learning
2 Discuss the impact of learning style on learning by individuals
3 Analyse strategies for supporting formal and informal learning
4 Describe ways of supporting the basic skills needs of workers in health and social care.
Content
1 Theories of learning
Domains of learning: cognitive, psychomotor, affective
Models of learning: learning cycle (Kolb), learning circles (Race)
Theories of learning: behaviourist, gestalt, cognitive, humanistic
2 Learning style
Influences: motivation, environment, culture, communication, past experience
Learning style: activist, reflector, pragmatist, theorist, eg visual, aural, kinaesthetic
Own learning: motivation, responsibilities, experiential, learning from others, learning by
doing
3 Formal and informal learning

Teaching strategies: work-based, through experience; learning in groups, individual
learning
Work-based strategies: classroom-based teaching, mentoring, tutoring, shadowing,
demonstration, coaching, on-line, question and answer, independent learning; one-to-one,
groups
Strategies for supporting learning: planning, induction, resources and materials, guidance,
personal support, monitoring and review, feedback
4 Supporting basic skills needs

Basic skills: literacy, numeracy, IT, second language, sensory impairment
Barriers: dyslexia, dyspraxia, attention deficit, time-management
Diagnostic tools: for literacy, numeracy; oral, paper-based, online
Support for basic skills needs: teaching strategies, technical aids, learning materials

the ability to:
1 Analyse different theories of • explain how different domains of learning apply to
learning learning in health and social care
• discuss a range of models of learning in relation to
the development of practical skills
• discuss a range of models of learning in relation to
the acquisition of knowledge and understanding
• analyse a problem-solving situation you have
encountered in relation to different theories of
learning
2 Discuss the impact of • explain different factors that can influence the
learning style on learning by effectiveness of learning
individuals
• explain concepts of learning style
• analyse own preferred learning style
• analyse influences on own learning in relation to
learning theory
3 Analyse strategies for • describe, with the aid of examples from your own
supporting formal and experience, a range of teaching strategies
informal learning
• discuss a range of teaching strategies appropriate to
support the learning of others in the health and
• apply learning theory to the development of learning
strategies
• evaluate your own contributions to supporting the
learning of others in the health and social care
workplace
4 Describe ways of supporting • define basic skills
the basic skills needs of
• explain barriers to learning that may be encountered
workers in health and social
when individuals have basic skills needs in the
care
health and social care workplace
• describe ways in which basic skills needs may be
diagnosed
• analyse different approaches that may be adopted to
support learning in the workplace for care workers
with basic skills needs
Guidance
Delivery
Class discussion supported by a structured approach is recommended to introduce different
learning theories and their application to learning from workplace experience. Learners could
be encouraged to draw on their own experiences of learning and to reflect on these in relation to
their own learning style. Completion of a learning style questionnaire could be used as a basis
for this. Exploration of a range of different basic skills needs and diagnostic tools available for
formal assessment of these would also be useful.
Assessment
Evidence to meet the assessment criteria may come from formal work supplemented by
learning journal entries, records of expert witnesses, reflective accounts etc.
Links
This unit provides some theoretical background to support the following unit in this
qualification:
• Unit 23: Continuing Development B
• Unit 25: Assessing and Developing Others.
It also has links to occupational standards of FENTO and ENTO in teaching, learning and
development.
Links may be made with S/NVQ in Care Level 4:
• Unit SC18: Plan and Agree Source Responses Which Meet Individuals’ Identified Needs
and Circumstances.
Links may also be made to the National Occupational Standards in Management Unit 28:
Provide Learning Opportunities for Colleagues.
Resources
A tutor specialist with experience of teacher training for the post-compulsory sector is
recommended to support this unit.
Support materials
Textbooks
Armitage A — Teaching and Training in Post-compulsory Education (OUP, 1999)
ISBN: 0335212735
Moon J — Reflection on Learning and Professional Development (Kogan Page, 2000)
ISBN: 074943452X
Petty G — Teaching Today: A Practical Guide (Nelson Thorne, 1998) ISBN: 0748735070
Reece I and Walker S — Teaching, Training and Learning (Business Education Publications
Ltd, 2003) ISBN: 1901888304
Wallace S — Teaching and Supporting Learning in Further Education (Learning Matters Ltd,
2001) ISBN: 1903300282
Journals
Adults Learning (NIACE)
Community Care Focus
Websites
www.DfES.gov.uk Department for Education and Skills
www.ento.org.uk Work-based learning National Training Organisation
www.fento.co.uk Further Education NTO
www.LSDA.org.uk Learning and Skills Development Agency
www.niace.org.uk National Institute for Adult Continuing Education
Unit 25: Assessing and Developing Others
Learning hours: 60
Description of unit
This unit is appropriate for those whose job role includes the supervision of other workers in
health and social care. The unit provides an understanding of the different ways individual
workers may be supported in the workplace to develop their practice. The unit explores ways of
planning learning opportunities and the factors that contribute to successful delivery of learning
in the workplace. In particular, learners will be expected to formally assess the practical skills
of others against occupational standards and to achieve an appropriate recognised qualification
for assessment and internal verification. Learners must, therefore, have access to candidates
undertaking competence-based qualifications in accordance with occupational standards.
Learners will gain an understanding of how to quality assure assessment and learning delivery
and analyse how learning in the workplace helps to promote the quality of care for individuals.

1 Describe strategies for promoting learning in the workplace
2 Analyse different approaches for assessing and supporting learning needs of individual
workers in health and social care
3 Demonstrate competence in assessing outcomes of learning and achievement
4 Evaluate how learning in the health and social care workplace benefits the service user.
Content
1 Promoting learning in workplace

Factors contributing to a learning environment: organisational culture, organisational
needs, resources, service user needs etc
Learning: learning cycles, learning circles; learning through doing, learning through
experience; planning, teaching, observing, mentoring, tutoring, demonstration, feedback
Resource implications: time, access to expertise, equipment, accommodation, staff resource
etc
2 Assessing and supporting learning needs

Factors influencing learning needs: APL/APEL opportunities, aptitude, abilities,
aspirations, needs of the organisation etc
Identifying learning needs: careers guidance, recruitment and selection, appraisal,
diagnostic assessment, monitoring and review etc
Factors to consider in planning programmes: learning outcomes required for individuals,
for teams, for the organisation; resources, scheduling, occupational standards, learning
styles etc
Strategies for supporting learning: programme planning: one-to-one, group, classroom-
based, on-line learning; individual learning plans, formative assessment, summative
assessment, feedback, monitoring and review
3 Competence in assessing outcomes

Techniques for assessing learning: testing, question and answer, expert witness records,
direct observation, projects, presentations, artefacts produced etc
Competence in assessment: in accordance with current occupational standards appropriate
for assessing responsibilities, including updating of competence if appropriate eg Units A1
and A2 within the ENTO national occupational standards for Learning and Development
Competence in internal quality assurance: in accordance with current occupational
standards, including up-dating of competence if appropriate eg Unit V1 within the ENTO
national occupational standards
4 Benefits to service users
Competence: planning learning, teaching, assessing, providing feedback, supporting quality
assurance
Benefits: service users, team members, managers; within the organisation, external agencies
Effectiveness of learning programmes: achievement of outcomes eg against individual
learning plans, benchmarks, organisational targets; feedback from learners eg learner
perception surveys, focus groups, career progression

the ability to:
1 Describe strategies for • explain factors that contribute to learning in the
promoting learning in the health and social care workplace
workplace
• describe different ways in which learning can occur
in health and social care workplaces
• analyse resource implications for supporting
learning that occurs in the workplace
2 Analyse different approaches • analyse factors that may influence the learning
for assessing and supporting needs of individuals
learning needs of individual
• describe ways in which learning needs of workers in
workers in health and social
health and social care may be ascertained
care
• describe factors to be considered when planning
workplace learning programmes
• analyse, with examples from your own workplace, a
range of strategies for supporting learning in the
workplace
• produce and justify a programme to support learning
in the workplace
3 Demonstrate competence in • compare the application of a range of different
assessing outcomes of techniques for assessing learning by individuals
learning and achievement working in health and social care
• demonstrate competence against current
occupational standards for the assessment of
individuals
• demonstrate competence against current
occupational standards for the internal quality
assurance of assessment
4 Evaluate how learning in the • evaluate own competence in supporting learning and
health and social care assessment of others
workplace benefits the
• analyse how learning by workers in health and
service user
social care benefits others
• describe ways of evaluating the effectiveness of
learning programmes
• evaluate the effectiveness of a programme of
learning for others with which you have been
involved in delivering or assessing
Guidance
Delivery
Tutors are advised to ensure that learners selecting this unit have sufficient opportunity to meet
the assessment requirements. One learning programme and assessment of a minimum of three
learners would be required. An introduction to learning and assessment processes will be
required for this unit. However, class discussion to encourage sharing of experiences from the
workplace is recommended. Tutorial support will also be important to ensure individual
learners make progress towards meeting assessment requirements in the particular
circumstances of their workplace. Learners may need guidance to identify opportunities for
gathering appropriate evidence for assessment, depending upon their work responsibilities.
Specific guidance, for example in building a portfolio of competence for assessment, will also
be required to ensure that the evidence learners generate and present for outcome 3 is in line
with the relevant occupational standards.
Assessment
Learners will present evidence for outcome 3 in accordance with the assessment requirements
for the occupational standards being used. An integrated approach for assessment of other
outcomes could be based on a programme of learning in the workplace devised by the learner.
Links
This unit links closely with:
• Unit 24: Understanding Learning.
Links may also be made to S/NVQ Level 4 in Care unit SC18: Plan and Agree Source
Responses Which Meet Individuals’ Identified Needs and Circumstances.
Links may be made to the National Occupational Standards in Management:
• Unit 27: Assess the Performance of Colleagues
• Unit 28: Provide Learning Opportunities for Colleagues.
Resources
A tutor with a background in training or teaching and who is competent to assess against
relevant national occupational standards is recommended for this unit. Alternatively,
arrangements for an appropriately qualified and experienced assessor will be required to assess
particularly outcome 3.
Support materials
Textbooks
Brandes D and Ginnis P — A Guide to Student-Centred Learning (Nelson Thornes, 1996)
ISBN: 0748719946
Day M — The Role of the S/NVQ Assessor (Nelson Thornes, 1996) ISBN: 1873732236
Doel M, Sawdon C and Morrison D — Learning, Practice and Assessment: Signposting the
Portfolio (Jessica Kingsley Publishers, 2002) ISBN: 1853029769
Jarvis P and Gibson S — The Teacher Practitioner and Mentor in Nursing, Midwifery and
Health Visiting (Nelson Thornes, 1997) ISBN: 0748733388
McSharry R and Bassett C — Practice Development in the Clinical Setting (Nelson Thornes,
2002) ISBN: 0748761462
Websites
www.ento.co.uk Work-based learning standards setting body
www.fento.org.uk Further Education National Training Organisation
Unit 26: Leadership and Organisations
Learning hours: 60
Description of unit
The unit explores the theoretical concepts used to explain how organisations function and
investigates the role of leadership within organisations. Current thinking in management theory
will be discussed with particular reference to health and social care organisations. Learners will
be encouraged to apply theoretical concepts to organisations with which they are familiar and to
analyse their own leadership role within the organisation in which they work. The relationship
between individual and organisational effectiveness and their impact on health and social care
services will also be discussed from the perspective of both service users and care workers.
Learners will also explore external influences and the impact of change on organisational
effectiveness. Differences between organisations and the effect this has on their interactions in
delivering health and social care services will also be investigated.

1 Apply theoretical concepts to organisational structure and culture
2 Analyse the role of leadership in health and social care organisations
3 Investigate the influence of external factors on organisational effectiveness
4 Evaluate interactions between organisations delivering health and social care services in
relation to organisational theory.
Content
1 Organisational structure and culture

Types of organisations: public, private, not-for-profit; formal/informal; function differences
eg service-based, product-based, multi-functional (eg delivering services, commissioning
services, fund-raising)
Theories relating to behaviour of individuals and groups: individuals: personality,
motivation theories (eg Maslow, Herzberg, McClelland, Vroom), job design, stress,
conflict; groups: formal, informal; group formation, socialisation, roles, ambiguity,
compliance, conformity, group think, team building (eg Belbin, Janis, Asch, Milgram)
Organisational structures: centralised, de-centralised, divisional etc; hierarchical,
partnership, bureaucracy, co-operative, professional association, etc; task-based, process-
based, role-based, power-based etc; differentiation, integration
Organisational culture: individuals, roles, power, norms and symbols, values and beliefs;
development of organisational culture
Communication: systems, medium, verbal, non-verbal; impact of emerging communication
technologies, organisational systems
2 Role of leadership
Organisational effectiveness: different perspectives: outcome-based, process-based,
financial efficiency, customer satisfaction, performance targets etc
Concepts of leadership: leadership, management, administration; transactional versus
transformational leadership; formal, informal; leadership styles (eg Hay/McBer); authority,
accountability, responsibility
Leadership and change: vision, mission, goal-setting, strategy, conflict resolution,
management of change, delegation, consultation, decision making, team building,
developing others
3 External factors
Environmental factors: demographic, cultural, political, economic, legislation,
technological advances etc
Potential impact: on people (service users, workers, others); roles and responsibilities,
accountabilities; functions and services
Organisational restructuring: eg downsizing, merger, take-over, privatisation; impact on
jobs, tasks, culture, accountabilities etc
Approaches: consultation, target setting, planning, motivation, teambuilding etc
4 Interactions between organisations

Interactions: eg organisational, professional, economic, service-based

the ability to:
1 Apply theoretical concepts to • identify different types of organisation
organisational structure
• explore theories relating to behaviour of individuals
and culture
and groups in organisations
• compare and contrast different organisational
structures
• analyse concepts of organisational culture
• analyse the influence of communication on
organisational culture
• analyse how the structure and culture of a health and
social care organisation impacts on its effectiveness
2 Analyse the role of • explore concepts of leadership and organisational
leadership in health and effectiveness and distinguish between them
social care organisations
• analyse how leadership and management influence
the effectiveness of organisations
• analyse your leadership style and leadership role
working in health and social care
• analyse the role of leadership in managing change
• evaluate leadership contributions of self and others
to the effectiveness of a health and social care
organisation with which you are familiar
3 Investigate the influence of • analyse how environmental factors affect health and
external factors on social care organisations
organisational effectiveness
• assess the potential impact of these factors on the
structure and culture of health and social care
organisations
• analyse the impact of organisational restructuring in
• evaluate approaches to lessen the impact of
organisational change in health and social care
• use examples from own experience
the ability to:
4 Evaluate interactions • assess how different organisational structures and
between organisations cultures influence the effectiveness of partnerships
delivering health and social between organisations delivering health and social
care services in relation to care services
organisational theory
• evaluate, using organisational theory, your own
experience of interactions with other organisations
in delivering health and social care services
• make justified recommendations to enhance the
effectiveness of partnership working in health and
social care
Guidance
Delivery
Discussion will form an important part of the delivery of this unit. Learners should be
encouraged to reflect on their own experiences of working within groups and organisations.
Exploration of the work of key management theorists and the application of their ideas to health
and social care organisations with which learners are familiar is recommended. The use of
leadership style questionnaires is also commended as a basis of discussion. The use of video,
role-play, presentations will also be helpful. Class activities may generate evidence to support
assessment in other units of the course.
Assessment
An integrated approach to the assessment of the outcomes would be appropriate in this unit.
Links
• Unit 5: Working in Partnership
• Unit 27: Facilitating Change in Health and Social Care
This unit provides a broad framework which will be relevant to many of the other units in this
qualification. It is directly relevant to the level 5 Strategic Management Unit A8: Evaluate and
Improve Organisational Performance.
Resources
Case study material based on real or fictitious organisations will be essential to ensure that the
theoretical learning is applied to understanding how organisations operate, develop and change.
Library resources need to support the range of knowledge and theoretical concepts addressed.
Tutors need to be able to use sociological and psychological concepts to underpin
understanding of how organisations operate.
Support materials
Textbooks
Billsberry J (Editor) — The Effective Manager (The Open University, 1996)
ISBN: 0761951113
Brooks I — Organisational Behaviour, Individuals, Groups and Organisations, 2nd Edition
(Prentice Hall, 2003) ISBN: 0877781265
Dawson P — Understanding Organisational Change (Sage Publications, 2002)
ISBN: 0761971602
Handy C — Understanding Organisations (Penguin, 1993) ISBN: 0140156038
Mullins L C — Management and Organisational Behaviour, 5th Edition (Financial
Times/Pitman Publishing, 1995) ISBN: 0273651471
Journals
Journal of Management Development
Management Today
Professional Manager
Unit 27: Facilitating Change in Health and
Social Care
Learning hours: 60
Description of unit
This unit aims to provide a basis for learners to assess the impact of change on care services,
services users and communities. The unit explores the practice of facilitating change in health
and social care as part of the planning process and as an essential element of change reviews.
Learners will apply a range of knowledge and theories from other units within the qualification.

1 Analyse the potential impact of proposed changes in service provision on staff, service
users and communities
2 Review the impact of organisational change on service users, service provision and care
staff
3 Assess the potential impact of social trends on services and services users.
Content
1 Potential impact of proposed changes

Changes: relocation of services, referral systems, access and entitlement, skill mix,
resource allocation, working conditions, management, staffing levels, professional roles
and accountability, monitoring and review systems
Impact: efficiency, response times, cost, customer satisfaction, access, staff satisfaction,
environment
2 Impact of organisational change

Evaluative research surveys
Customer/staff satisfaction
Measures of efficiency: cost-benefit, referral rates, case completion, waiting and response
times etc
3 Impact of social trends

Social trends: age structure, family and household trends, migration, mobility, income
distribution, population density, environmental improvements/hazards, employment,
leisure, transport and communications
Impact: changing community needs, level of service, nature of service, location of services,
demand and expectation

the ability to:
1 Analyse the potential impact • explain rationale for proposed changes in service
of proposed changes in provision
service provision on staff,
• assess potential benefits to staff, service users and
service users and
communities of proposed changes
communities
• identify challenges and suggest strategies for
reducing undesirable impacts
2 Review the impact of • devise strategies and criteria for reviewing changes
organisational change on
• measure impact against agreed criteria
service users, service
provision and care staff • evaluate overall impact of changes
3 Assess the potential impact • identify key demographic and social trends within
of social trends on services the local population.
and services users
• assess potential impacts on service delivery and
provision
• propose appropriate service responses to likely
changes
Guidance
Delivery
Learners should be encouraged to use appropriate research methods and may need to have
completed Unit 6: Health and Social Care Research Project. Delivery will be via a mixture of
classroom activities, lectures and group work.
Assessment
Evidence for this unit will be in the form of a series of presentations reporting on the actual,
and potential impact of changes in service provision and social trends. Learners should be able
to devise and carry out a rapid appraisal of the main impacts of changes in these areas. Learners
will need to show an understanding of some basic research strategies and be able to interpret
simple demographic data.
Links
This unit is linked to:
The skills involved in making rapid appraisals of the impact of change are important both for
managers and practitioners in the health and social care industries.
Therefore the unit can be linked to the following units in the S/NVQ Level 4 in Care:
• SC18: Plan and Agree Service Responses Which Meet Individual’s Identified Needs and
Circumstances.
Links may also be made with units in the National Occupational Standards in Management:
• Unit 16: Lead Change
• Unit 17: Plan Change
• Unit 18: Implement Change.
Resources
Tutors will need to be able to guide learners through a variety of data sources as well as
providing support for rapid appraisal strategies for facilitating change in health and social care.
Learners will need access to service design and delivery documents as well as demographic and
social profiles of local communities.
Support materials
Textbooks
Mabey C and Mayon-White B — Managing Change (Paul Chapman Publishing/The Open
University, 1993) ISBN: 185396 2260
Unit 28: Managing Quality in Health and
Social Care
Learning hours: 60
Description of unit
This unit explores how quality relates to health and social care services. Different concepts and
perspectives of quality will be examined as well as the links between the principles of good
practice, models of quality and the delivery of quality services. Learners will be introduced to
different methods of assessing quality and how these may be applied to health and social care
contexts to develop strategies for developing and implementing quality systems. Through a
specific example of a health or care service, learners will critically evaluate how systems,
policies and procedures influence the quality of the service and will make justified
recommendations for improving quality.

1 Analyse different concepts of quality in relation to health and social care
2 Explore strategies for achieving quality in health and social care services
3 Critically evaluate systems, policies and procedures in a specific health or social care
service in relation to achieving quality systems.
Content
1 Different concepts of quality

Stakeholders: service users, friends and family; carers, professionals, managers, support
workers; partners, funding agencies
Models of quality: quality cycles, continuous improvement, total quality management,
quality standards
External agencies: eg Sector Skills Councils, Centres of Excellence, SCIE, NICE, National
Care Standards Commission, government departments, local authorities
2 Strategies for achieving quality

Standards: minimum standards, best practice, benchmarks, performance indicators,
charters, codes of practice, legislation; local, national, European
Implementing quality: planning, policies and procedures, target setting, audit, monitoring,
review; resources (financial, equipment, personnel, accommodation), communication,
information, adapting to change
Established quality systems: eg ISO 9000 series, Investors in People, Charter Mark,
Business Excellence Model, European Quality Mark and other specialist standards eg
Positive about Disabled People
Impact: on meeting needs of individuals, resources, training, communication, health and
safety
Barriers: external (interagency interactions, legislation, social policy), internal (risks,
resources, organisational structures, interactions between people)
3 Quality systems
Service(s): whole service (eg chiropody service, dental service) or an aspect of service
within an organisation (eg catering, maintenance, clinical care, personal care)
Factors that influence: interactions with individuals, team, agencies etc; legislation,
technology, resources, culture
Recommendations: eg audit, standards, review, training/education etc

the ability to:
1 Analyse different concepts • describe quality from the perspectives of a range of
of quality in relation to stakeholders in health and social care
• explain different models of quality
• analyse the relationship between quality and the
principles of care
• evaluate the role of external agencies in setting
standards
2 Explore strategies for • describe a range of standards for measuring quality
achieving quality in health
• evaluate different approaches to implementing
and social care services
quality systems
• analyse the value of established quality systems to
health and social care settings
• discuss the impact of quality systems on service
users, care workers and other stakeholders
• analyse potential barriers to delivery of quality
health and social care services
3 Critically evaluate systems, • critically evaluate the effectiveness of systems,
policies and procedures in a policies and procedures used in a specific setting in
specific health or social care achieving quality in the service(s) offered
service in relation to
• analyse other factors that influence the achievement
achieving quality systems
of quality in the service(s) chosen
• justify recommendations for actions to effect
improvements in the quality of the service(s)
Guidance
Delivery
Learners will benefit from opportunities for in-class discussions to exchange ideas and
experiences. Review of a range of policies used in different settings and with different service
user groups etc will be helpful as will discussion of different case studies. Participation in
quality processes as a customer (eg perception surveys) would be useful for gaining insight.
Learners should be aware of the criteria and processes for meeting recognised quality standards
and external speakers from eg a human resource department could be beneficial for this.
Assessment
Assessment will be through an assignment. For outcome 3, use of an authentic health or social
care setting is ideal, although if this is not appropriate for the learner’s role and responsibilities
or there are concerns about access to a particular setting, a simulated scenario with appropriate
supporting documents (policies etc) may be used. Learners should consult with the tutor about
the aspect of service chosen to ensure that there will be sufficient evidence to meet the
assessment criteria fully.
Links
This unit links to the following units in the programme:
• Unit 3: Ensuring Health and Safety.
There are also links with the Management Level 4 National Occupational Standards Unit 50:
Improve Organisational Performance.
Links may be drawn to the Level 4 S/NVQ in Care units SC18: Plan and Agree Source
Responses Which Meet Individuals’ Identified Needs and Circumstances.
Resources
Access to a range of policy and procedure documents from different health and social care
settings would provide a useful resource for the unit. Information about local standards and
targets should be accessible. Annual reports from local health and social care services eg local
NHS Trusts, local authorities, voluntary agencies etc may also be useful.
Support materials
Textbooks
Bean J and Hussey L — Quality in the Public Sector (HB Publications, 1998)
ISBN: 1899448063
Parsley K and Corrigan P — Quality Improvement in Health Care: Putting Evidence Into
Practice, 2nd Edition (Nelson Thornes, 1999) ISBN: 0748733558
Textbooks on business management usually have sections exploring quality.
Care and Health Magazine
Community Care
Health Service Journal
Management Today
NHS Magazine
Nursing Times
Websites
evidence they develop for this unit. Websites from academic institutions specialising in health
and social care management may be useful eg www.york.ac.uk.
Websites of voluntary organisations may also be useful.
www.dh.gov.uk Department of Health
www.dwp.gov.uk Department of Work and Pensions
www.nissc.info Northern Ireland Social Care Council
www.topssengland.org.uk Topss England (Nation Training Organisation for Social Care)
Unit 29: Project Management in Health and
Social Care
Learning hours: 60
Description of unit
This unit focuses on best practice in project management and applies this to health and social
care settings. The unit considers project management tools, reports, outputs and methodologies
and the mechanisms for controlling risks. Practical application of project management tools and
methodologies is a major feature of the unit. Learners will require active participation in the
management of an appropriate project to meet the assessment requirements of this unit.

1 Explore and identify project management best practice and adapt and apply to projects in
2 Identify, establish and agree project requirements
3 Identify project management tools, progress reports and outputs
4 Critically review projects to identify, mitigate and control risks that might jeopardise the
project outcome.
Content
1 Project management best practice

Best practice: co-ordination of resources and activities, communication with stakeholders
including external agencies and relatives, ensuring stakeholders achieve what is required
within timescale and budget, good estimation of duration and costs, sufficient and
appropriate measurables throughout project lifecycle for effective monitoring, planning of
resources, activities and scheduling, control over progress, quality control resulting in
outputs which are acceptable and usable
Project management strategies: relating to planning, resourcing and budgeting, co-
ordination of activities, monitoring progress, meeting intended outcomes, closedown
Guide: define target audience; guidance relating to consultation with stakeholders, securing
resources, defining the project, contractual arrangements eg competitive tendering,
monitoring and reporting systems, managing risk
2 Agree project requirements

Objectives/project definition: agree project requirements with stakeholders, define scope
and constraints; project lifecycle from conception to closedown, roles, responsibilities and
reporting level
Project plan: breakdown of project into manageable activities, identify resources for each,
allocate and motivate staff involved, agree milestones/deliverables and quality criteria
Resources for project: including financial, equipment, staffing
Scheduling: priorities, timescales, budget management, factoring potential delays etc
3 Project management tools, progress reports and outputs

Project tools: appropriate methodology, eg Prince2 (Projects In Controlled Environments)
as structured method for effective project management and a de facto standard within
public and private sectors. Software packages, eg Microsoft Project, Project Manager’s
Workbench
Project assurance: methodology for improving the probability that a project will be on
specification, on time and within budget, tracking project timescale and budget, actual
against plan, monitoring and reporting, change control; respond to deviations in: timescale,
funding, staffing and requirements
Project outputs: using and interpreting outputs, monitoring and reporting progress, project
audits, eg of deliverables/outcomes responding to change within the project due to external
factors, eg change in requirements or funding; use of communication skills and methods to
inform all stakeholders of results
Project closedown: implementing no-blame systems for review and feedback for future
planning on good practice and areas for improvement, recognise, reward and celebrate staff
contributions where appropriate
4 Identify, mitigate and control risks
Managing risks: that are a threat to the project
Quantify risk: risk assessments in terms of probability and impact with evidence for
assessment judgements
Mitigating factors: to minimise risks
Current and emerging risks: in respect of accountability, potential litigation, potential
change in key funding, impact of unavailability of key resources, eg personnel/data/
equipment/space, the people factor

the ability to:
1 Explore and identify project • identify key aspects of best practice in project
management best practice management
and adapt and apply to
• critically review project management strategies
projects in health and social
commonly used within health and social care
care
• develop a guide to project planning suitable for use
in a health and social care setting
2 Identify, establish and agree • identify a specific project to be carried out in health
project requirements and social care
• agree project requirements with stakeholders
• develop a project plan
• define resource requirements for the project
• develop and justify a schedule for the project
3 Identify project • review project management tools and methodologies
management tools, progress that might be used for the project
reports and outputs
• justify the selection of appropriate tools and
methodologies for use with the project
• develop and apply tracking devices and produce
progress reports
• evaluate progress of project against timescale,
budget, target outcomes and quality
4 Critically review projects to • assess potential risks to the successful outcome of
identify, mitigate and the project
control risks that might
• quantify risk in terms of probability, with evidence
jeopardise the project
to support risk analysis
outcome
• analyse how risks may be mitigated
• develop strategies to deal with risks
Guidance
Delivery
Some structured input on project planning will be required with exemplars for learners to work
on and apply project management principles. Delivery of the unit will concentrate on
supporting the preparation of the learners individual project plan and it subsequent
implementation and management. This process will need to start early in the course. Learners
may require some assistance in selecting appropriate projects that allow delivery within the
timescales and provide adequate opportunity to meet the assessment requirements of the unit.
Assessment
Evidencing this unit through the planning, preparation, implementation and evaluation of a
specific project plan is likely to be an efficient and effective way of meeting the learning
outcomes. It will be exceptionally difficult for learners to evidence this unit if they cannot
manage or support the management of a work based project where the project has been their
own work.
In addition to managing their own project through its lifecycle and in recognition of the
constraints under which they may be working, learners will need to compare their methodology
and process with ‘best practice’ project management.
Links
This unit links with
• Unit 14: Managing Financial Resources in Health and Social Care
• Unit 23: Continuing Development B.
Links may also be drawn to units from S/NVQ level 4 in Care:
• Unit SC18: Plan and Agree Service Responses Which Meet Individuals Identified Needs
and Circumstances.
Links may be drawn also to the National Occupational Standards in Management Unit 44:
Manage Projects.
Resources
Tutors will require an in depth understanding of generic project management processes and
their application to health and social care projects
The following data is necessary for the completion of the learner’s project:
• a clear statement of requirements
• a clear definition of deliverables or outcomes
• a clearly defined budget and timescale
• the necessary resources to complete the task.
Optional resources
Automated Project Management Systems such as Microsoft Project, Artemis, Primavera,
Suretrak
Risk Analysis Software such as PERTMASTER
Support materials
Textbooks
Bartram P — The Perfect Project Manager (Random House Business Books, 1999)
ISBN: 0099405067
The Stationery Office — Managing Successful Projects with PRINCE2 (The Stationery Office,
2002) ISBN: 0113308914
Watson M — Managing Smaller Projects (Project Manager Today Publications, 1998)
ISBN: 1900391023
Young T — How to Be a Better Project Manager (Kogan Page, 1996) ISBN: 0749421827
Please note: CCTA became an integral part of the Office of Government Commerce
(www.ccta.gov.uk)
Project Manager Today klane@projectmanagertoday.co.uk
Websites
www.apm.org.uk The Association for Project Management
www.ccta.gov.uk The Office of Government Commerce
Unit 30: Vocational Practice in Health and
Social Care
Learning hours: 60
Description of unit
This unit is intended for those learners who wish to work towards a specific competence-based
qualification to meet the requirements of the National Occupational Standards appropriate for
their work in health and social care. The unit complements the learning and understanding
gained from study across several of the units on the BTEC Higher Nationals in Health and
Social Care and provides a means for practice experience to be assessed formally within the
learner’s job role. Due to the requirement for assessment of practical skills, the unit includes
400 hours to be spent working in practice settings. This time is additional to work experience
completed for Unit 4: Continuing Development A and, if within the programme, Unit 23:
Continuing Development B. Arrangements will need to be in place for assessment of practical
competencies by an appropriately qualified assessor/coordinating assessor who may be based in
the learner’s work setting or operate peripatetically.
The unit also provides opportunity for learners to demonstrate continuing development to
acquire new skills, through taking on new responsibilities or working in a different specialist
area.

1 Demonstrate competence in practice skills in line with occupational standards
2 Apply knowledge and understanding to practice skills and situations
3 Evaluate personal effectiveness as a competent worker in health and care.
Content
1 Competence in practice skills

Practice skills: observed evidence to meet all core occupational practice requirements plus
all observed evidence to meet all practice requirements for two specialist components
National Occupational Standards: as appropriate for job role, setting and service user
group
Practice situation: setting, service user group, job role
2 Knowledge and understanding

Evidence: eg from coursework, oral questioning, reflective accounts in line with
occupational requirements and cross-referenced to these requirements
3 Personal effectiveness
Approaches: for individuals, groups, communities, care workers
Effectiveness: for individuals, groups; other care workers, managers, other agencies
Recommendations: personal development plan: outcomes, path(s) to achievement; short-
term (within 6 months), long-term (greater than 6 months)

the ability to:
1 Demonstrate competence in • present a portfolio of evidence of assessed
practice skills in line with competence in practice skills in accordance with
occupational standards national occupational standards
2 Apply knowledge and • present evidence to meet the knowledge
understanding to practice requirements of national occupational standards,
skills and situations appropriately cross-referenced to the practical
competencies assessed for outcome 1
3 Evaluate personal • maintain a practice journal to reflect on
effectiveness as a competent development of own skills, knowledge and
worker in health and care understanding
• analyse practice approaches in relation to theories,
research and evidence-based practice, using
examples from own practice
• evaluate own effectiveness in work in health and
social care
• make recommendations for personal development as
a worker in health and social care
Guidance
Delivery
Delivery of this unit will be mainly through the assessor(s) and expert witnesses allocated to
learners to observe competent practice. Learners will require clear guidance on assembling and
tracking the evidence required to demonstrate practice competence against occupational
expectations. It would be expected that relevant underpinning knowledge will be delivered
within other units on the Higher National programme but learners may need guidance from
their assessor to select that which is appropriate to support the assessment of specific
occupational competencies using an APL process. Time with assessors will be required to plan
and monitor progress of the assessment of practical skills.
Assessment
Assessment of practical skills will take place by direct observation of practice in the workplace
by an appropriately qualified and experienced assessor and expert witnesses. All assessment for
this unit, including that of supporting evidence from eg witness testimony, reflective accounts,
questioning, should be assessed in line with the guidelines and requirements for assessment
from the appropriate occupational sector. All assessment should be internally verified in
accordance with the current Joint Awarding Body Guidance on Internal Verification.
Links
This unit provides a link between the learner-led evidence from Units 4 and 23 (Continuing
Development A and B) as well as to the other core units and the occupational requirements
chosen as the basis of assessment for this unit. Links with other units will depend on the work
role and responsibilities of individual learners and the specific occupational competencies
against which this unit contributes assessment.
Links may be drawn to units from the Level 4 S/NVQ in Care:
Resources
A qualified assessor and an internal verifier with appropriate vocational experience will be
essential to meet the requirements of this unit. Workplaces will be required to support learners
and assessors through facilitating opportunities for assessment of learners’ practice skills, in
accordance with the occupational standards.
Support materials
Textbooks
Jasper J — Beginning Reflective Practice (Nelson Thornes, 2003) ISBN: 0748771174
QCA S/NVQ Code of Practice (available from www.qcashop.org.uk)
Journals
Community Care
Nursing Standard
Nursing Times
Residential Care Manager
Specialist journals as appropriate for the occupational area
Websites
www.qca.org.uk Qualifications and Curriculum Authority
www.societyguardian.co.uk Society pages of The Guardian website
www.topssengland.org.uk Topss England
Annex A
Qualification codes
Each qualification title, or suite of qualification titles with endorsements, is allocated two
codes, as are the individual units within a qualification.
QCA codes
The QCA National Qualifications Framework (NQF) code is known as a Qualification

Accreditation Number (QAN). Each unit within a qualification will also have a QCA NQF unit
code.
The QCA qualification and unit codes will appear on the learner’s final certification
documentation.
The QANs for qualifications in this publication are:
BTEC Higher National Certificate in Health and Social Care 100/4064/X
BTEC Higher National Diploma in Health and Social Care 100/4065/1
Edexcel codes
The Edexcel codes enable approval, registration, assessment and certification, they will appear
on documentation such as the Student Report Form (SRF) and the programme definition. The
Edexcel codes are not provided in this publication. The Edexcel codes will link automatically to
the QCA codes for certification purposes.
QCA and Edexcel codes
All QCA and Edexcel qualification and unit codes will be published in a booklet, which will be
made available on the Edexcel website. It will provide a comprehensive catalogue of all the
qualifications and units available to centres. It will be useful for centres when making future
decisions about centre choice units.
Annex B
Qualification Requirement
BTEC Higher Nationals in Health and Social Care

This Qualification Requirement will be read in conjunction with overarching guidance from
Edexcel.
Rationale
The Edexcel Level 4 BTEC Higher National qualifications in Health and Social Care are
designed to equip individuals with knowledge, understanding and skills required for success in
employment in the health sector and social care sector at supervisory or management level, or
for progression to an undergraduate degree or a professional qualification.
Currently the Health Professions Council, which oversees the professions allied to medicine,
accepts only graduates for professional registration. However, due to the European work-time
directive, the Council has identified the need for a new key role of assistant practitioner and the
Higher National qualifications will be very appropriate for meeting the employment and
progression needs of this level of worker. Higher Nationals in Health and Social Care are well-
established and are valued as contributing to the continuous personal development of workers
in health and social care. They also facilitate achievement of widening participation objectives.
Many learners have improved their knowledge base and progressed to successful study at
degree level or to improved employment status. The qualifications are ideally suited to prepare
managers of the future for work in the health and social care sectors.
The qualifications are designed to relate to current National Occupational Standards in Care at
level 4 and Management at Level 4. They offer the opportunity to provide the underpinning
knowledge and understanding for S/NVQ Care Level 4 and contextualised underpinning
knowledge for S/NVQs in Management at Level 4. However, the qualification has been
designed to support the emerging themes of the revised national occupational standards in
health and social care and to provide opportunities for continuous development though a
common core and a range of specialist pathways. It is anticipated that additional pathways will
be developed to meet specialist needs in the sector as they continue to evolve.
Aims of the qualification

These are:
• to equip individuals with the knowledge, understanding and skills required for success in
employment in the health and social care sector at supervisory or management levels
• to enable progression to an undergraduate degree or related professional qualification
• to provide specialist study relevant to individual vocations and environments in which
learners are currently working, or to which learners are aiming to work within the health
and/or social care sector
• to develop learners’ ability to contribute positively to good practice in the health and social
care environment through effective use and combination of the knowledge and skills gained
in different parts of the programme
• to develop skills and techniques, personal qualities and attributes essential for successful
performance in working life and thereby enable learners to make an immediate contribution
to employment
• to develop transferable skills and knowledge which will enable individuals to meet
changing circumstances, whether within their own area of employment, promotion to a
supervisory or management position, or to adapt to changes in the health/social care
environment.
• to motivate individuals to progress to further professional development through future
study or as part of their chosen career.
Mandatory curriculum
Area of study Amplification

Value base of care Formal and informal mechanisms; promoting equality; rights
and diversity, principles of care in an organisation; value base of
care; formal measures adopted to achieve objectives; instilling
concept within the workforce; personal strategies which can
influence personal practice and performance of others; roles and
responsibilities of experienced staff and managers in promoting
a value-based service.
Continuing development Concept of professionalism; legislation and regulation; self
management; personal effectiveness; partnership working;
health and safety; reflective practice; management and
organisation, supporting other workers.
Communication Different forms of communication used in the context of health
and social care including IT skills; contribution of
communication to service delivery; communication within
organisations; legal frameworks surrounding the recording of
information; and use of information technology as a
communication tool in health and care.
Multi-disciplinary working Legislation and policy; levels of partnership; range of
knowledge theories and research findings; empowerment;
positive and negative outcomes; agencies; provision; statutory
and voluntary, not-for-profit and private provision; the nature of
the health/social care sector; adaptations to meet the needs of
service users; concept of stakeholder analysis; development of
systems and products; developing and reviewing standards;
concept of quality and how it can be applied to services;
principles of organisation-wide commitment to best practice.
Health and safety Current legislation and how it is applied and monitored within
the sector; importance of risk assessment in the provision of
care, including physical, emotional or sexual harm; the
difference between high-risk and low-risk situations; realise
own limits; regulation and management of the social care
workforce.
Independent study Development of written analytical and evaluative skills within
an area of health or social research; conduct and report on their
own research project using appropriate research methods;
information technology and incorporating appropriate use of
statistics.
Optional curriculum
Area of study Amplification

Practice interventions The professional relationship with service users, ensuring best
outcomes for individuals, supporting needs of specific service
user groups, working in teams, communication skills,
counselling skills, developing the practice of other workers,
leadership, understanding different behaviours, social and
psychological theory in practice intervention.
Legislation and social policy Legislative measures and their application to health and social
care practice and services; impact of political perspectives
including statutory, voluntary and not-for-profit sectors; use of
current issues in health and care to examine theoretical
perspectives; direct/indirect impact of social policy on
health/social care.
Psychological perspectives Concepts of social psychology; life-span development; social

and biological influences on behaviour, maintaining social
functioning; influence of psychological theories on health and
social care services.
Sociological perspectives and Groups in society, role of the community; diversity of cultural
policy and social values; economic, demographic and commercial
factors; resource limitations; service user perspectives; impact
of political perspectives on health/care services, formation of
social policy, legislative measures; theoretical perspectives on
contemporary issues.
Health and well-being Physiological basis of health, transmissible disease, lifestyle
choices and disease, epidemiology of prevalent diseases, public
health measures, complementary therapies and conventional
health and care approaches, health and well-being of specific
service user groups.
Contemporary developments Issues of relevance to current thinking in health and social care;
the development of causes of public concern, their
representation in the media; role of lobby groups; political
debate; different social behaviours; manipulation of health and
social care information; impact on individuals and provision,
investigation of a specific issue.
Technology in health and Understanding the value and use of technology and its function
social care within the health/social care sector; implications of
developments in technologies and the potential impact on
delivery of care.
Management in health and Context of management in health and social care, provision in
social care organisations public, private and not-for-profit sectors; organisational
structures, legal and policy frameworks, stakeholders,
accountability; service responses and effectiveness, managing
for quality; communication and recording of information;
effective resource management; budget control; leadership and
workforce development; managing change, project management.
Supporting workers in health Recruitment and selection procedures; development of staff,
and social care building teams, leadership in group, organisational and
interagency contexts, different roles played by both teams and
individuals; understanding and supporting learning in the
workplace, assessing skills in individual workers, co-ordinating
learning activities for individuals and groups within an
organisation.
Links to professional body

The professional body for the professions allied to health, currently only recognises graduate
qualifications. However, a new role of Assistant Practitioner within the health service and the
Advanced Practitioner role within social care, are evolving, for whom these Higher Nationals in
Health and Social Care are most appropriate. Edexcel will continue to seek recognition for
learners who hold these qualifications.
Links to National Occupational Standards

There is the opportunity for programmes in health and social care to provide some of the
underpinning knowledge, understanding and skills for the Level 4 S/NVQ in Care and
contextualised underpinning knowledge for Level 4 S/NVQs in Management and thus supports
those aiming to achieve registered manager status. The qualification has been designed to
reflect the emerging themes of the current revision to the national occupational standards for
health and social care and will be accurately mapped to the revised standards as soon as they
are approved.
Entry prerequisites
The qualifications have been designed on the assumption that they are available, without
artificial barriers which restrict access and progression, to everyone who can achieve the
required standard. However, learners who enter with at least one of the following are likely to
benefit more readily from the programme:
• a BTEC National Certificate or Diploma in Care/Health Studies
• an AVCE/Advanced GS/NVQ in an appropriate vocational area
• a GCE Advanced level profile which demonstrates strong performance in a relevant subject
or an adequate performance in more than one GCE subject. This profile is likely to be
supported by GCSE grades at A* to C
• other related Level 3 qualifications
• an Access to Higher Education Certificate awarded by an approved further education
institution
• related work experience.
Higher level skills and abilities
Learners studying for BTEC Higher Nationals in Health and Social Care will be expected to
develop the following skills during the programme of study:
• analysing, synthesising and summarising information critically
• the ability to read and use appropriate literature with a full and critical understanding
• the ability to think independently and solve problems
• applying subject knowledge and understanding to address familiar and unfamiliar problems
• recognising the moral and ethical issues of health and social care practice and research
appreciating the need for ethical standards and professional codes of conduct
• develop an appreciation of the interdisciplinary nature of health and social care service
provision
• the capacity to give a clear and accurate account of a subject, assemble arguments in a
mature way and engage in debate and dialogue both with specialists and non-specialists.
Moral
Social
Ethical
Cultural
Spiritual
Environmental
Health and safety
Equal opportunities
Wider curriculum issue
Annex C

HNC/D titles
Wider curriculum mapping
Unit 1: Communicating in Health
✔
✔
✔
✔
✔
and Social Care
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
Unit 3: Ensuring Health and Safety
✔
✔
✔
✔
✔
Unit 4: Continuing Development A
✔
✔
✔
✔
✔
Unit 6: Health and Social Care
✔
✔
✔
✔
✔
Research Project
E014437 – Guidance and units – Edexcel Level 4 BTEC Higher Nationals in Health and Social Care
✔ indicates possible opportunities for development of the wider curriculum
✔
✔
✔
✔
✔
✔
Unit 8: Social Context of Health and
✔
✔
✔
✔
✔
✔
✔
✔
Social Care
Unit 9: Ensuring Best Outcomes for
✔
✔
✔
✔
✔
✔
Individuals
✔
✔
✔
✔
✔
✔

✔
✔
✔
✔
✔
✔
✔

✔
✔
✔
✔
✔
Unit 13: Managing Human

✔
✔
✔
✔
✔
Resources in Health and Social Care

Unit 14: Managing Financial
✔
✔
✔
✔
✔
✔
Resources in Health and Social Care
Unit 15: Psychology for Health and

✔
✔
✔
✔
✔
Social Care
Unit 16: Understanding Specific

✔
✔
✔
✔
✔
✔
✔
Needs
Unit 17: Community Development

✔
✔
✔
✔
✔
Work
✔
✔
✔
✔
✔
Unit 18: Complementary Therapies
Unit 19: Contemporary Issues in

✔
✔
✔
✔
✔
✔

233
234
Moral
Social
Ethical
Cultural
Spiritual
Environmental
Health and safety
Equal opportunities
Wider curriculum issue
HNC/D titles
✔
✔
✔
✔
✔
✔
Unit 21: Supporting Significant Life
✔
✔
✔
✔
✔
✔
Events
Unit 22: Counselling Skills
✔
✔
✔
✔
✔
Development and Practice
✔
✔
✔
✔
✔
Unit 23: Continuing Development B
✔
✔
✔
✔
✔
Unit 25: Assessing and Developing
✔
✔
✔
✔
✔
Others
Unit 26: Leadership and

✔
✔
✔
✔
✔
Organisations
Unit 27: Facilitating Change in Health

✔
✔
✔
✔
✔
and Social Care
Unit 28: Managing Quality in Health

✔
✔
✔
✔
✔
and Social Care
Unit 29: Project Management in

✔
✔
✔
✔
✔
✔
Unit 30: Vocational Practice in Health

✔
✔
✔
✔
✔
and Social Care

E014437 – Guidance and units – Edexcel Level 4 BTEC Higher Nationals in Health and Social Care
Annex D
National Occupational Standards S/NVQ Level 4 in Care
Mapping against the Level 4 S/NVQ in Care (This mapping will be updated on release of new standards)
The following grid maps the knowledge covered in the Level 4 S/NVQ in Care against the underpinning knowledge of the Edexcel Level 4 BTEC Higher
National Certificate/Diploma in Health and Social Care.
Unit 1: Communicating in Health
Unit 4: Continuing Development
Unit 9: Ensuring Best Outcomes
Unit 16: Understanding Specific

Unit 8: Social Context of Health
Resources in Health and Social
Unit 15: Psychology for Health

Unit 6: Health and Social Care

Unit 3: Ensuring Health and

HNC/D titles
Unit 17: Community

Development Work
Research Project
and Social Care
and Social Care
and Social Care

for Individuals
Care Settings
Care Settings
Safety
Needs
S/NVQ unit titles
A
O2: Promote people’s equality, diversity and rights ✔ ✔ ✔ ✔
O3: Develop, maintain and evaluate systems and
structures to promote the rights, responsibility and ✔ ✔ ✔
diversity of people
CU7: Develop one’s own knowledge and practice ✔ ✔ ✔ ✔ ✔
SC14: Establish, sustain and disengage from
✔ ✔ ✔
relationships with clients
SC15: Develop and sustain arrangements for joint
working between workers and agencies ✔ ✔ ✔ ✔ ✔ ✔
SC16: Assess clients needs and circumstances ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

SC17: Evaluate risk of abuse, failure to protect and
✔ ✔ ✔ ✔ ✔ ✔
harm to self and others
SC18: Plan and agree source responses which meet
individuals’ identified needs and circumstances. ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
Unit 23: Continuing Development

Unit 19: Contemporary Issues in
Unit 29: Project Management in

Unit 21: Supporting Significant
Unit 27: Facilitating Change in

Unit 30: Vocational Practice in

Unit 28: Managing Quality in
Unit 22: Counselling Skills
Development and Practice
Unit 18: Complementary


HNC/D Titles
Unit 25: Assessing and

Developing Others
Organisations
S/NVQ Titles
Life Events
Therapies
B
O2: Promote people’s equality, diversity and
✔ ✔
rights
O3: Develop, maintain and evaluate systems

and structures to promote the rights, ✔
responsibility and diversity of people
CU7: Develop one’s own knowledge and

✔ ✔ ✔ ✔ ✔
practice
SC14: Establish, sustain and disengage from

✔ ✔ ✔ ✔
relationships with clients
SC15: Develop and sustain arrangements for

✔ ✔
joint working between workers and agencies
SC16: Assess clients needs and circumstances ✔ ✔ ✔ ✔ ✔ ✔

SC17: Evaluate risk of abuse, failure to protect
✔ ✔ ✔
and harm to self and others
SC18: Plan and agree source responses which

meet individuals’ identified needs and ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
circumstances.
Annex E
National Occupational Standards in Management
Mapping against the NOS in Management (This mapping will be updated on release of new
National Vocational Qualifications)
The following grid maps the knowledge covered in the NOS in Management against the
underpinning knowledge of the Edexcel Level 4 BTEC Higher National Certificate/Diploma in
Health and Social Care.
Unit 27: Facilitating Change in

Unit 29: Project Management

Unit 28: Managing Quality in
Unit 3: Ensuring Health and
in Health and Social Care

Unit 24: Understanding

Unit 25: Assessing and
HNC/D titles
Developing Others
Organisations
Care Settings
Care Settings
Learning
Safety
NOS unit titles
Unit 9: Lead People ✔ ✔

Unit 11: Develop Organisational
✔
Culture
Unit 16: Lead Change ✔

Unit 17: Plan Change ✔
Unit 18: Implement Change ✔
Unit 24: Recruit Select and Retain

✔
Colleagues
Unit 27: Assess the Performance of

✔
Colleagues
Unit 28: Provide Learning

✔ ✔
Opportunities for Colleagues
Unit 29: Obtain Finance ✔
Unit 30: Manage Money ✔
Unit 31: Manage Budgets ✔
Unit 37: Provide a Safe, Healthy and

✔
Secure Working Environment
Unit 44: Manage Projects ✔
Unit 50: Improve Organisational

✔
Performance
ma061004\LT\PD\LEVELS 1-4 2003\E014437 HN IN HEALT AND SOCIAL CARE.DOC.1-246/3
Further copies of this publication are available from
Edexcel Publications, Adamsway, Mansfield, Notts, NG18 4FN
Telephone: 01623 467467

Fax: 01623 450481
Email: publications@linneydirect.com
Order Code E014437 October 2004
For more information on Edexcel and BTEC qualifications please contact

Customer Services on 0870 240 9800
or http://enquiries.edexcel.org.uk
or visit our website: www.edexcel.org.uk
London Qualifications Limited, trading as Edexcel. Registered in England and Wales No. 4496750
Registered Office: One90 High Holborn, London WC1V 7BH

HNs Health and Social Care Specification

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

HNs Health and Social Care Specification

Uploaded by

Copyright:

Available Formats

BTEC

Guidance and units

Authorised by Jim Dobson

BTEC Higher National Certificate in Health and Social Care

BTEC Higher National Diploma in Health and Social Care

BTEC Higher National Certificate in Health and Social Care

BTEC Higher National Diploma in Health and Social Care

BTEC Higher National Certificate in Health and Social Care

BTEC Higher National Diploma in Health and Social Care

BTEC Higher National Certificate in Health and Social Care

BTEC Higher National Diploma in Health and Social Care

BTEC Higher National Certificate in Health and Social Care

BTEC Higher National Diploma in Health and Social Care

Qualification titles covered by this specification 1

Teaching, learning and assessment 17

Quality assurance of BTEC Higher Nationals 23

Access and recruitment 28

The wider curriculum 29

Professional development and training 31

BTEC Higher National Diploma

BTEC Professional Award, Certificate,

BTEC Award, Certificate, Diploma

BTEC Introductory Certificate Level 1 Certificate in GCSE (D–G)

Structure of the qualification

BTEC Higher National Certificate

BTEC Higher National Diploma

National Occupational Standards

BTEC Higher National Certificate

BTEC Higher National Diploma

Teaching, learning and assessment

Each unit is set out in the following way.

Learning and assessment

Grading Higher National units

Merit descriptors Indicative characteristics

Distinction descriptors Indicative characteristics

Edexcel encourages centres to recognise learners’ previous achievements and experience

Quality assurance of BTEC Higher Nationals

Centre and programme approval

Independent assessment: the role of the external examiner

Supporting consistency and appropriateness of centre assessor decisions

Programme design and delivery

Meeting local needs

Locally-devised specialist units

Limitations on variations from standard specifications

Access and recruitment

Edexcel’s policy regarding access to its qualifications is that:

Restrictions on learner entry

The wider curriculum

Spiritual, moral, ethical, social and cultural issues

The specification contributes to an understanding of:

Equal opportunities issues

The National Occupational Standards for care can be obtained from:

Professional development and training

Summary of learning outcomes

1 Communication between people

2 Physical, cultural and legal influences

Outcomes Assessment criteria for pass

To achieve each outcome a learner must demonstrate

Summary of learning outcomes

1 Values of health and social care

2 Legislation and national policy initiatives

3 Development and implementation of organisational policy