Qualification Number: 601/8854/6

Unit 1: HSC M1: Equality, diversity and rights in health and social care

(L/508/3709, Unit Level 2; GLH: 70)

1. Understand equality, diversity and inclusion in health and social care:

1.1. The terms:

• Equality
• Diversity
• Inclusion

1.2. Legislation, policies, procedures and codes of practice in relation to equality, diversity and inclusion:

• Care Act 2014
• Health and Social Care Act 2012
• The Equality Act 2010
• Human Rights Act 1998
• United Nations Convention on the Rights of the Child 1989
• Related policies and procedures
• Codes of practice relevant to sector
• Current legislation as relevant to Home Nation

1.3. How the health and social care practitioner contributes to inclusive practice:

• Knowledge of individual’s beliefs, culture, values, needs, preferences
• Promote rights
• Value diversity
• Person-centred practice
• Access to services
• Information and advice
• Manage risk

2. Understand discrimination:

2.1. Types of discrimination in relation to:

• Direct
• Indirect

2.2. Approaches to challenge discrimination:

• Strategy
• Communication
• Reporting
• Whistleblowing
• Modelling
• Training

2.3. How the health and social care practitioner’s own values, beliefs and experiences can influence delivery of care:

• Self-awareness
• Acknowledging belief systems, attitudes and behaviours
• Influence of others on own belief system, attitudes and behaviours to include: media, family and peer pressure
• Professional versus personal
• Respect and value diversity

3. Understand person-centred practice:

3.1. The concept of person-centred practice:

• Individual central
• Individual in control

3.2. How person-centred practice is used to support individuals:

• Informed choices
• Dignity and respect
• Care planning
• Tailored communication
• Consent
• Risk management

3.3.  Impacts of person-centred practice on individuals:

• Meets individual needs (social, emotional, cognitive and physical)
• Individual rights
• Independence
• Decision-making and confidence
• Health and well-being

3.4. Ethical dilemmas that may arise when balancing individuals’ rights and duty of care:

• Confidentiality
• Managing values and beliefs
• Risk taking
• Rights versus responsibilities

 

Unit 2:  HSC M2: Human growth and development

(F/508/3710, Unit Level 2; GLH: 70)

1. Understand human growth and development across the lifespan:

1.1. The life stages of human growth and development:

• Infancy
• Childhood
• Adolescence
• Early, middle, late adulthood

1.2. Social, emotional, cognitive and physical development within each life stage:

• Social – relationships, independence, cultural
• Emotional – attachment, emotional resilience, self-image, self-esteem
• Cognitive – language, memory, reasoning, thinking, problem-solving
• Physical – early developments, physical health, puberty, ageing process

1.3. Holistic development:

• Interdependency of each developmental area: social, emotional, cognitive, physical

2. Understand influences which impact upon human growth and development:

2.1. The nature versus nurture debate in relation to human growth and development:

• Nature: genetic, inherited characteristics and biological influences related to human development and behaviour
• Nurture: environmental influences related to human development and behaviour

2.2. The medical model of health and well-being:

• biological/physical, diagnosis, treatment, cure
• The social model of health and   well-being
• Individual experience, social perception, equality, inclusion, participation

2.3. Factors which impact upon human growth and development:

• Biological
• Lifestyle
• Health
• Education
• Employment
• Socio-economic
• Culture
• Environment
• Relationships
• Bullying
• Aspirations

2.4. The importance of recognising and responding to concerns regarding an individual’s growth and development:

• Intervention
• Promote health and well-being
• Meet individual needs
• Meet the needs of others

3. Understand significant life events across the lifespan:

3.1. Significant life events across the life stages:

• Infancy – separation, nursery, weaning, toilet training
• Childhood – school, siblings, moving home
• Adolescence – puberty, relationships, leaving home
• Early, middle, late adulthood – employment, co-habitation / marriage, parenthood, divorce, bereavement, retirement, age-related medical conditions, adapting to elderly care

3.2. The impact that significant life events may have on an individual:

• Emotion
• Relationships
• Independence
• Health
• Resilience

4. Understand how health and social care services meet the care needs of individuals through the lifespan:

4.1. Care needs of individuals through the life stages:

• Infancy
• Childhood
• Adolescence
• Early, middle, late adulthood

4.2. How health and social care services meet the care needs of individuals through the life stages:

• Local authorities
• Hospitals
• General Practitioner services
• Day centres
• Children’s centres
• Residential
• Community
• Rehabilitation
• Counselling
• Charities

Unit 3: HSC M3: Safeguarding and protection in health and social care

(J/508/3711, Unit Level 2; GLH: 70)

1.1 Safeguarding:

• Central to high quality health and social care provision
• Protection of health, well-being and human rights
• Freedom from harm and abuse
• Protection
• Detecting and preventing harm and abuse

1.2. Legislation, policies, procedures and codes of practice in relation to the safeguarding and protection of:

• Children and young people
• Adults
• Children and young people
• Equality Act 2010
• Children Acts 1989, 2004
• Human Rights Act 1998
• Data Protection Act 1998
• Care Act 2014
• Health and Social Care Act 2012
• Equality Act 2010
• Mental Capacity Act 2005
• No Secrets 2000
• Human Rights Act 1998
• Data Protection Act 1998
• Public Interest Disclosure Act 1998
• Local multi-agency Safeguarding Adults policy and procedures, the role of the Local Safeguarding Adults Boards
• Related policies and procedures
• Codes of practice relevant to sector
• Current legislation as relevant to Home Nation

2. Understand the role and responsibilities of the health and social care practitioner in relation to safeguarding:

2.1. How the health and social care practitioner safeguards individuals:

• Work within policies and procedures
• Duty of care
• Person-centred practice
• Monitoring, observation, reporting, recording
• Partnership working
• Confidentiality
• Whistleblowing

2.2. How the health and social care practitioner safeguards themselves:

• Working within policies and procedures
• Duty of care
• Personal care
• Physical contact
• Technology
• Confidentiality
• Record keeping
• Whistleblowing

3. Understand types of abuse:

3.1. Types of abuse:

• Self-neglect
• Physical
• Emotional
• Sexual
• Domestic
• Financial
• Institutional Bullying

3.2. Signs, symptoms, indicators and behaviours which may cause concern:

• As related to the types of abuse in 3.1

3.3. Factors which contribute to an individual being vulnerable to harm or abuse:

• Age
• Health
• Substance abuse
• Disability
• Isolation
• Social media
• Environment

4. Understand action to be taken by the health and social care practitioner in response to evidence or concerns that an individual is at risk or has been harmed or abused:

4.1. Actions to take if harm or abuse is suspected or disclosed:

• Work within policies and procedures
• Lines of reporting and responsibility
• Maintain safety
• Preservation of evidence
• Confidentiality
• Listening, reassurance, non-judgement

4.2. The responsibilities of the health and social care practitioner in relation to whistleblowing:

• Reporting concerns of practice
• Reporting to external body in response

4.3. The boundaries of confidentiality in relation to the safeguarding, protection and well-being of individuals:

• Duty of care
• Consent
• Need to know
• Policy and procedures

5. Understand the benefits of working in partnership in relation to safeguarding and protection:

5.1. The benefits of working in partnership in relation to safeguarding and protection:

• Expertise
• Working together towards shared goals
• Defined roles and responsibilities
• Intervention
• Referrals