The aim of this portfolio is to show your knowledge, understanding and skills to do with:
• Having conversations and communicating well
• Potential and actual barriers to communication
• The rights that service users and patients have
• The care value base.
For this portfolio you need to actively take part in two conversations. One needs to be with only one other person, the other needs to be with a group of people. Ideally, these should take place in a care environment, but if this is not possible, they could be done in role play.
They need to be recorded or written down as soon as possible afterwards. You must have permission from all involved to use their words and confidentiality must be kept.
To pass this qualification you must meet all the pass criteria, which for this unit are P1–P5.
To obtain a merit you must meet the pass criteria and all the three merit grade criteria (M1–M3).
To obtain a distinction you must meet all the criteria for the pass and merit grades and the two
distinction grade criteria (D1–D2).
TASK 1
You might be in a nursery and sat down with four children aged 3–4. The activity on the table maybe play dough and the children may be trying to make animals. You could join in and try to make asnail but really concentrate on talking to them all and getting them to join in.
Me: Hello, my name is Katie, what are your names?
Child 1: My name is Mandy.
Child 2: I’m Tom
Child 3: I’m Rebecca and this is Sue.
Door bangs shut and all turn around
Me: That made me jump – are you all alright?
Child 4: Is it a monster?
Me: No, it was Mrs Lee opening it but the wind caught it. What are you making with your
play dough?
Child 4: A worm.
Child 3: I’m making a doggy – I’ve got a puppy at home.
Me: Have you? Tell me about your puppy.
Child 3: It’s is black and has soft ears.
Me: Do any of you have a puppy or dog?
TASK 1A (P1)
Participate in one 1:1 interaction and one group interaction and identify the communication skills that contributed to their success.
Sample assignment
• Have a 1:1 (with one person) conversation where you try to use your communication skills well, especially starting, keeping it going and ending a conversation.
• Have a group conversation where you fully participate and help others speak.
• Define the term ‘communication’.
• List the skills you used that helped both the conversations go well. For example, skills used to help: eye contact used simple language.
TASK 1B (M1)
Describe the interactions and suggest additional skills or factors that would have improved communication.
• Provide transcripts of each conversation, put in the movements, interruptions etc.
• What else could have been done to make the conversation even better?
For example, ‘Skills used: eye contact especially when introducing myself and listening to each child say their name. To improve the conversation I could have asked each child their name individually as child 4 did not get to answer.’
TASK 1C (D1)
Explain how communication skills can be used in a health or social care environment to assist effective communication.
- Explain, with examples to help, how speaking clearly, appropriately, using good skills, checking understanding and so on will make sure that good communication has happened, so that both sides understand.
The examples could be used from your conversations but may be made up, or something you heard about.
Task 2 (P2)
Identify potential barriers to effective communication and suggest examples of how they can be overcome.
• Define the term ‘barriers’ when used in context of communication.
• Give a list of the different types of barriers there could be.
• Explain how they could be corrected.
You do not have to use examples from the conversations that you have for all the examples. For example, ‘Talking to someone who is blind could be a barrier as they cannot read my non-verbal communication, but also their body language could be misleading since there is no eye contact. To overcome this I would have be extra clear in my speech and choice of words and say what I feel rather than just show it (to say ‘that makes me happy’, not just to smile).’
Sample assignment
TASK 3A (P3)
Identify the factors that contribute to diversity and influence the equality of individuals in society.
• State what the terms ‘society’, ‘diversity’ and ‘equality’ mean
• List the social factors that influence how diverse society is – what makes society so varied.
• List the social and political factors that affect how individuals are treated with equality in society (or not). When discussion political factors, your discussion will include key anti-discrimination laws, policies and procedures in the health and social care settings, the NHS Plan (2000) and the Welfare State.
TASK 3B (M2)
Describe the effects of at least six factors on the equality of individuals in society
• Explain how the six factors in the list chosen for Task 3A (P3) have a good or bad affect on someone. You do not have to have examples from your conversations, but if you do have some real examples from your experience or people you know, use them.
Sample assignment
TASK 4A (P4)
Describe the rights of patients/service users:
• List and briefly explain what the meaning of the rights that service users/patients have.
TASK 4B (P5)
Identify the principles of the Care Value Base and care workers’ responsibilities to patients/service users.
• Give a definition of the term ‘Care Value Base’.
• State the principles behind each of these values.
• List and describe the responsibilities that care workers have towards the patients/service users they care for (things they must do, that they are in charge of).
TASK 4C (M3)
Use examples to describe how the principles of the Care Value Base and the care workers’ responsibilities promote patients’/service users’ rights.
• In P4 rights were identified in a list. Here explain how what the worker does for the patient/ service user ensures that these are kept in mind and made important.
Use examples from your placement time, if any, that you experienced of how the workers did help their patients/clients.
TASK 4D
Explain how the principles of the Care Value Base and the care workers’ responsibilities can be applied to promoting patients’/service users’ rights.
Sample assignment
• Using the principles you identified in Task 4B (P5), explain how these principles and the things that the worker is in charge of and must do, can be used to make sure that the individual’s rights are given priority.
You may be able to use examples from your placement rather than imaginary examples.
Put the portfolio together:
• Check each task has been thoroughly done and says what you think it says – reading it aloud to someone is a good way of editing your work.
• Check it is clear which bullet point is being covered – use the P1 codes and even write out the point as a title.
• Write an introduction to the whole portfolio explaining what it is about.
• Number all pages.
• Write a contents page.
• Make a bibliography, which is a list or all your sources of information: primary (real, first hand, including the source of your conversation) and secondary (books, internet, magazines, etc).
Secondary Sources Of Information
Books:
Asbridge, L., Lavers, S., Moonie, N. and Scott, J. (2006) BTEC
First Health and Social Care. Oxford: Heinemann.
Michie, V. (2006) BTEC First health and Social Care. Cheltenham: Nelson Thornes
Websites:
www.bbc.co.uk
www.acas.org.uk
www.careknowledge.com Care Knowledge
www.community-care.co.uk Community Care
www.cre.gov.uk
www.doh.org Department of Health
www.educationforum.co.uk/carevalue.htm
www.employersforwork-lifebalance.org.uk
www.eoc.org.uk Equal Opportunities Commission
www.eodirect.com Equal Opportunity Law and practice information for personnel and legal professionals
www.equalitydirect.org.uk
www.lg-employers.gov.uk/diversity/equality
www.nursing-standard.co.uk
www.rnib.org.uk Royal National Institute of the Blind
www.rnid.org.uk Royal National Institute for the Deaf
www.scie.org.uk Social Care Institute for Excellence
www.scils.co.uk Social Care Information and Learning Services
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