Shc 21 Answers
Name:
Unit Title: Introduction to communication in health, social care or children’s and young people’s settings
Unit sector reference: SHC 21
Level: 2
Credit value: 3
Guided learning hours: 23
Unit accreditation number: F/601/5465
Unit purpose and aim
This unit is aimed at those who work in health or social care settings or with children or young people in a wide range of settings. The unit introduces the central importance of communication in such settings, and ways to overcome barriers to meet individual needs and preferences in communication.
Answer the following questions units either one of the method of producing evidence e.g.: reflective account, question and answer, case study and other evidence.(if you are …show more content…
a learn direct candidate refer to the reading resources on your account to support with the terms, vocabulary and key wards)
Note that you should give examples of work practice :
Learning Outcomes
The learner will:
1) Understand why communication is important in the work setting
Assessment Criteria
The learner can:
1.1.1 Identify different reasons people communicate
People communicate for a variety of reasons.
Some of the reasons why people communicate will include: to air their opinion, to portray their feelings, to give instructions, or we can communicate by sending or responding to a message. Communication verbal and non verbal. Verbal communication is by use of words, which also carries or involves tone of voice, speed, loudness, emphasis and clarity. Non-verbal is so important is health and social care because there are many service users who depend on this method of communication. It involves gestures, touch, and body language and facial expressions. Communication can be formal which is what is required in health and social care or informal. In Health and social care it's important that information is recorded and is kept confidential seen only by those authorised to see it. Staff should always communicate as this adds value and continuity to the service offered to our service …show more content…
users.
Give example related to your work practices:
In my service I communicate verbally and recorded documents during handover of shift. I also use daily dairies to record activities and occurrences during the shift in respect to all the service users. This is vital communication as it informs the staff coming on shift what has happened in the shift prior to their shift. It is also legal record keeping as such information could be required in future.
1.1.2 Explain how effective communication affects all aspects of own work
Poor communication within the service leads to poor service to the service users. It leads to poor decisions made, misunderstandings with service users resulting in challenging behaviour. Effective communication is important as it leads to information that will be correct, complete, constructive courteous clear and concise. It will reduces errors and improve the quality of care given and positive outcomes.
Give example:
Some of the ways through which I communicate in my service include: communication book, daily dairies, handover forms, appointment dairies, ABC charts, incident reports etc.
1.1.3 Explain why it is important to observe an individual’s reactions when communicating with them
Observing ones facial expression and other individual reaction when communicating with them is important. The body language constitutes about 55% of the message that we communicate. The individual’s reaction will be able to tell me if the information I’m communicating was understood or not. It would tell me whether the individual is interested in the information or not. It will also give me an indication how the information has been received. It also will tell me if the person was listening or not. As a support worker I should know my service users well enough as to know what their reaction tells me.
Give example:
Mr. H who is one of our service user, if he is not happy with the instructions being given to him he faces down and frown. Just by that facial reaction staff are able to tell that he is not happy about what he is being told.
2) Be able to meet the communication and language needs, wishes and preferences of individuals
Assessment Criteria
The learner can:
2.2.1 Find out an individual’s communication and language needs, wishes and preferences
I can find out an individual's preferred communication by asking their career if new service user, asking the individual if able to give me the information, looking at his/her care plan, asking colleagues.
Give example:
In our service all our service users have communication passports. These are documents that briefly explain to new members of staff or other service providers like nurse’s doctors etc how they prefer to communicate and documents all their language needs.
2.2.2 Demonstrate communication methods that meet an individual’s communication needs, wishes and preferences
The individual communication needs should take into consideration the service users preferred language, cultural values, beliefs, religion and preferences. Staff should always be observant changes in the preferred methods of communication so they could accommodate those changes.
Give example:
If a service user prefers that the service manager that should be accommodated conveys certain important information to him to him. If it is not possible it should be explained to the individual service user why it's not possible.
2.2.3 show how and when to seek advice about communication
If there is a misunderstanding between me and the service user or between me and a colleague l would seek advice from the line supervisor or the service manager.
If I’m supporting a new service user l would seek advice from the career/ family members or colleagues about the service users preferred methods of communication.
Give example:
Mr. C one of our service user tends to scream when he needs food. People who know Mr C well can only understand this. New staff working with Mr. C would have to seek advice about this.
Communication methods include:
1 Non-verbal communication
– Eye contact
– Touch
– Physical gestures
– Body language
– Behavior
2 Verbal communication
– Vocabulary
– Linguistic tone
– Pitch
Preferences may be based on beliefs, values, and culture
3) Be able to reduce barriers to communication
Assessment Criteria
The learner can:
3.3.1 Identify barriers to effective communication
Barriers to communication can be physical or emotional and will include:
· Language: when someone speaks in a foreign language not known or understood by the individual
· Sensory deprivation: This could be due to impairment of the individual’s senses eg visual or auditory impairment.
· Jargon: Using technical language and acronyms that the individual would not understand eg we would be working on you PCP etc.
· Cultural differences: Different things in one culture can mean different in another.
· Slang: Slang should not be used when communicating with service users or in formal communication, as it might seem unprofessional.
· Emotional difficulties: when an individual is upset, they might not be able to communicate effectively and cautiously due to emotions. It is always advisable that one takes timeout to go and calm down.
· Environmental: the environment can affect communication. If the surrounding environment is not conducive, communication will be diminished.
Give
example:
In my African culture it's considered disrespectful to have eye contact with someone in authority yet in western culture it's a sign of respect. In our service it's also important to always use English anywhere within the vicinity of our service users so as to avoid perception of being disrespectful. Environment could be being in a noisy place or very cold or hot etc.
3.3.2 Demonstrate how to reduce barriers to communication in different ways
Always use service user's preferred method of communication. If one is not aware what the preferred method of communication is one can ask colleagues, careers/family or refer to care plan document.
To remove or minimise barriers one needs to: give complete information- give all relevant information
Correct-be accurate
Constructive- be positive, not negative or critical
Courteous- be polite and non-threatening, avoid conflict.
Clear- use simple words, be clear and articulate.
Concise- do not lose the message by being long and winding.
Give example:
Service users tend to have difficult in retaining too much information. Lets suppose you're prompting Mr. B to wake up. Mr. B can stay in bed all day. He would wake up if there is an activity he enjoys doing. You go to Mr. B and say "when you wake up l will support you with personal care, have breakfast, have lunch then go bowling then comeback for dinner of roast chicken". He would only remember, "roast chicken" and when he wakes up and does not get roast chicken then he will be presenting very challenging behaviour all day. Information should be short so l would just tell him what comes immediately next only.
3.3.3 Demonstrate ways to check that communication has been understood
· Ask the individual to repeat what you said
· Ask recap questions
· Observe any physical expressions eg nodding or looking confused etc
· Summarise to the individual what you have said.
Give example:
When l ask Mr. C do something, to make sure he has understood l always ask him to repeat what l have asked him to do. If he is able to repeat the key elements in his own words then am satisfied that he has understood.
3.3.4 Identify sources of information and support or services to enable more effective communication
1 Translation services: The translator can assist the service by translating documents.
2 Interpreting services: Help with oral communication. Uk has become multicultural so it might necessary for service manager to employ some staff that speaks same languages as service users within the service.
3 speech and language services: This service is valuable in supporting servise users with speech difficulties especially after stroke etc.
4 advocacy services: This service will support individuals who can speak for themselves. It makes sure that the interest of the service users are head and respected, it makes sure that service users are not taken advantage of.
Give example:
A service user with advance stages of dementia who has no friends or family and who cannot communicate through language will have an IMCA to make representations about their wishes, feelings, beliefs and values. The IMCA will bring to the attention of the decision-makers all factors that are relevant to their decision. IMCAs will also be able to challenge the decision-maker if appropriate.
Services may include:
1 Translation services
2 Interpreting services
3 Speech and language services
4 Advocacy services
4) Be able to apply principles and practices relating to confidentiality at work
Assessment Criteria
The learner can:
4.4.1 Explain the term confidentiality
Confidentiality means not sharing information about a service user unless they have authorised you to do so. Information will only be shared with people authorised or directly involved in the care of the service user according to the company policy. Files for service users must be stored in secure cabinets.
Give example:
Information about service user can be shared with supervisor, service manager and colleagues during handover. Service user information can not be shared with anyone else except with the approval of the individual.
4. 4.2 Demonstrate confidentiality in day-to-day communication, in line with agreed ways of working
All information given by or about an individual is confidential, it cannot be shared with anyone outside the organization or have no directly work with the service user without the consent of that individual.
Give example:
What the service user tells you or what you know or have read about the service user, you can not pass that information to anyone else other than the colleagues who directly support the service user.
4.4.3 Describe situations where information normally considered to be confidential might need to be passed on
As a support worker working with vulnerable individuals, it is important that if there is risk of harm to other people or individual information needs to be passed to others. Information will need to be passed on to others if there is suspected to be abuse of service user by colleagues or careers. In this situation it is important to let the service user know that you will have to pass information to relevant people as it is part of you responsibility to do so.
Give example:
If you suspect abuse of service user POVA policy has to be activated. Support worker can report the abuse to the police then report the service manager. In all instances it will be important to follow the POVA guidelines and company policy.
4.4.4 Explain how and when to seek advice about confidentiality
Sharing information is essential to protect service users from suffering harm from abuse or neglect but there is often confusion and uncertainty on the part of support workers working with service users about when, how and with whom concerns about the welfare or safety of children may be shared with others. In this situation, if in doubt it is important to seek advice.
If I were not sure about the decision to share information or that I’m sharing it in the right way l would seek advice.
Give example:
A new support worker might not be familiar with the POVA policy. She/he would have to seek advice from line supervisor or service manager how to deal with issue of protection of vulnerable adults.
Agreed ways of working
Include policies and procedures where these exist
Unit Title: Introduction to communication in health, social care or children’s and young people’s settings
Unit sector reference: SHC 21
Level: 2
Credit value: 3
Guided learning hours: 23
Unit accreditation number: F/601/5465
Unit purpose and aim
This unit is aimed at those who work in health or social care settings or with children or young people in a wide range of settings. The unit introduces the central importance of communication in such settings, and ways to overcome barriers to meet individual needs and preferences in communication.
Answer the following questions units either one of the method of producing evidence e.g.: reflective account, question and answer, case study and other evidence.(if you are …show more content…
a learn direct candidate refer to the reading resources on your account to support with the terms, vocabulary and key wards)
Note that you should give examples of work practice :
Learning Outcomes
The learner will:
1) Understand why communication is important in the work setting
Assessment Criteria
The learner can:
1.1.1 Identify different reasons people communicate
People communicate for a variety of reasons.
Some of the reasons why people communicate will include: to air their opinion, to portray their feelings, to give instructions, or we can communicate by sending or responding to a message. Communication verbal and non verbal. Verbal communication is by use of words, which also carries or involves tone of voice, speed, loudness, emphasis and clarity. Non-verbal is so important is health and social care because there are many service users who depend on this method of communication. It involves gestures, touch, and body language and facial expressions. Communication can be formal which is what is required in health and social care or informal. In Health and social care it's important that information is recorded and is kept confidential seen only by those authorised to see it. Staff should always communicate as this adds value and continuity to the service offered to our service …show more content…
users.
Give example related to your work practices:
In my service I communicate verbally and recorded documents during handover of shift. I also use daily dairies to record activities and occurrences during the shift in respect to all the service users. This is vital communication as it informs the staff coming on shift what has happened in the shift prior to their shift. It is also legal record keeping as such information could be required in future.
1.1.2 Explain how effective communication affects all aspects of own work
Poor communication within the service leads to poor service to the service users. It leads to poor decisions made, misunderstandings with service users resulting in challenging behaviour. Effective communication is important as it leads to information that will be correct, complete, constructive courteous clear and concise. It will reduces errors and improve the quality of care given and positive outcomes.
Give example:
Some of the ways through which I communicate in my service include: communication book, daily dairies, handover forms, appointment dairies, ABC charts, incident reports etc.
1.1.3 Explain why it is important to observe an individual’s reactions when communicating with them
Observing ones facial expression and other individual reaction when communicating with them is important. The body language constitutes about 55% of the message that we communicate. The individual’s reaction will be able to tell me if the information I’m communicating was understood or not. It would tell me whether the individual is interested in the information or not. It will also give me an indication how the information has been received. It also will tell me if the person was listening or not. As a support worker I should know my service users well enough as to know what their reaction tells me.
Give example:
Mr. H who is one of our service user, if he is not happy with the instructions being given to him he faces down and frown. Just by that facial reaction staff are able to tell that he is not happy about what he is being told.
2) Be able to meet the communication and language needs, wishes and preferences of individuals
Assessment Criteria
The learner can:
2.2.1 Find out an individual’s communication and language needs, wishes and preferences
I can find out an individual's preferred communication by asking their career if new service user, asking the individual if able to give me the information, looking at his/her care plan, asking colleagues.
Give example:
In our service all our service users have communication passports. These are documents that briefly explain to new members of staff or other service providers like nurse’s doctors etc how they prefer to communicate and documents all their language needs.
2.2.2 Demonstrate communication methods that meet an individual’s communication needs, wishes and preferences
The individual communication needs should take into consideration the service users preferred language, cultural values, beliefs, religion and preferences. Staff should always be observant changes in the preferred methods of communication so they could accommodate those changes.
Give example:
If a service user prefers that the service manager that should be accommodated conveys certain important information to him to him. If it is not possible it should be explained to the individual service user why it's not possible.
2.2.3 show how and when to seek advice about communication
If there is a misunderstanding between me and the service user or between me and a colleague l would seek advice from the line supervisor or the service manager.
If I’m supporting a new service user l would seek advice from the career/ family members or colleagues about the service users preferred methods of communication.
Give example:
Mr. C one of our service user tends to scream when he needs food. People who know Mr C well can only understand this. New staff working with Mr. C would have to seek advice about this.
Communication methods include:
1 Non-verbal communication
– Eye contact
– Touch
– Physical gestures
– Body language
– Behavior
2 Verbal communication
– Vocabulary
– Linguistic tone
– Pitch
Preferences may be based on beliefs, values, and culture
3) Be able to reduce barriers to communication
Assessment Criteria
The learner can:
3.3.1 Identify barriers to effective communication
Barriers to communication can be physical or emotional and will include:
· Language: when someone speaks in a foreign language not known or understood by the individual
· Sensory deprivation: This could be due to impairment of the individual’s senses eg visual or auditory impairment.
· Jargon: Using technical language and acronyms that the individual would not understand eg we would be working on you PCP etc.
· Cultural differences: Different things in one culture can mean different in another.
· Slang: Slang should not be used when communicating with service users or in formal communication, as it might seem unprofessional.
· Emotional difficulties: when an individual is upset, they might not be able to communicate effectively and cautiously due to emotions. It is always advisable that one takes timeout to go and calm down.
· Environmental: the environment can affect communication. If the surrounding environment is not conducive, communication will be diminished.
Give
example:
In my African culture it's considered disrespectful to have eye contact with someone in authority yet in western culture it's a sign of respect. In our service it's also important to always use English anywhere within the vicinity of our service users so as to avoid perception of being disrespectful. Environment could be being in a noisy place or very cold or hot etc.
3.3.2 Demonstrate how to reduce barriers to communication in different ways
Always use service user's preferred method of communication. If one is not aware what the preferred method of communication is one can ask colleagues, careers/family or refer to care plan document.
To remove or minimise barriers one needs to: give complete information- give all relevant information
Correct-be accurate
Constructive- be positive, not negative or critical
Courteous- be polite and non-threatening, avoid conflict.
Clear- use simple words, be clear and articulate.
Concise- do not lose the message by being long and winding.
Give example:
Service users tend to have difficult in retaining too much information. Lets suppose you're prompting Mr. B to wake up. Mr. B can stay in bed all day. He would wake up if there is an activity he enjoys doing. You go to Mr. B and say "when you wake up l will support you with personal care, have breakfast, have lunch then go bowling then comeback for dinner of roast chicken". He would only remember, "roast chicken" and when he wakes up and does not get roast chicken then he will be presenting very challenging behaviour all day. Information should be short so l would just tell him what comes immediately next only.
3.3.3 Demonstrate ways to check that communication has been understood
· Ask the individual to repeat what you said
· Ask recap questions
· Observe any physical expressions eg nodding or looking confused etc
· Summarise to the individual what you have said.
Give example:
When l ask Mr. C do something, to make sure he has understood l always ask him to repeat what l have asked him to do. If he is able to repeat the key elements in his own words then am satisfied that he has understood.
3.3.4 Identify sources of information and support or services to enable more effective communication
1 Translation services: The translator can assist the service by translating documents.
2 Interpreting services: Help with oral communication. Uk has become multicultural so it might necessary for service manager to employ some staff that speaks same languages as service users within the service.
3 speech and language services: This service is valuable in supporting servise users with speech difficulties especially after stroke etc.
4 advocacy services: This service will support individuals who can speak for themselves. It makes sure that the interest of the service users are head and respected, it makes sure that service users are not taken advantage of.
Give example:
A service user with advance stages of dementia who has no friends or family and who cannot communicate through language will have an IMCA to make representations about their wishes, feelings, beliefs and values. The IMCA will bring to the attention of the decision-makers all factors that are relevant to their decision. IMCAs will also be able to challenge the decision-maker if appropriate.
Services may include:
1 Translation services
2 Interpreting services
3 Speech and language services
4 Advocacy services
4) Be able to apply principles and practices relating to confidentiality at work
Assessment Criteria
The learner can:
4.4.1 Explain the term confidentiality
Confidentiality means not sharing information about a service user unless they have authorised you to do so. Information will only be shared with people authorised or directly involved in the care of the service user according to the company policy. Files for service users must be stored in secure cabinets.
Give example:
Information about service user can be shared with supervisor, service manager and colleagues during handover. Service user information can not be shared with anyone else except with the approval of the individual.
4. 4.2 Demonstrate confidentiality in day-to-day communication, in line with agreed ways of working
All information given by or about an individual is confidential, it cannot be shared with anyone outside the organization or have no directly work with the service user without the consent of that individual.
Give example:
What the service user tells you or what you know or have read about the service user, you can not pass that information to anyone else other than the colleagues who directly support the service user.
4.4.3 Describe situations where information normally considered to be confidential might need to be passed on
As a support worker working with vulnerable individuals, it is important that if there is risk of harm to other people or individual information needs to be passed to others. Information will need to be passed on to others if there is suspected to be abuse of service user by colleagues or careers. In this situation it is important to let the service user know that you will have to pass information to relevant people as it is part of you responsibility to do so.
Give example:
If you suspect abuse of service user POVA policy has to be activated. Support worker can report the abuse to the police then report the service manager. In all instances it will be important to follow the POVA guidelines and company policy.
4.4.4 Explain how and when to seek advice about confidentiality
Sharing information is essential to protect service users from suffering harm from abuse or neglect but there is often confusion and uncertainty on the part of support workers working with service users about when, how and with whom concerns about the welfare or safety of children may be shared with others. In this situation, if in doubt it is important to seek advice.
If I were not sure about the decision to share information or that I’m sharing it in the right way l would seek advice.
Give example:
A new support worker might not be familiar with the POVA policy. She/he would have to seek advice from line supervisor or service manager how to deal with issue of protection of vulnerable adults.
Agreed ways of working
Include policies and procedures where these exist