Oundation Degree in Health and Social Care year 2
Assessment 5 Learning log
1. Include 3 pieces of reflection based on work experience in a health and social care environment [500 words per reflection]
a? Explain situation
a? Identify issue
a? Reflecting on experience [use reflective models]
a? Application of new knowledge and understanding
a? What did you learn from the new experience?
1. Be analytical as possible and avoid too much description.
Make use of relevant literature to support your ideas/arguments.
*See examples of reflective writing (in below) as a guideline.
2. Include supporting material as evidence i.e. pamphlets, web/newspaper articles etc for each reflection.
3. Refer to learning log document for further details.
LEARNING LOG level 5
Introduction: Aim/Learning Outcomes
Guidelines for Students
Diagnostic Self Assessment
This learning log is designed as a working document for students doing the a?Foundation Degree in Health and Social Carea. This learning log is a work-based activity that asks the student to examine skills and knowledge gained in the work environment.
The completion of the learning log should demonstrate the students progression and attainment in terms of learning outcomes and experiences, reflecting the benefits to the individualsa practice and the contribution made to their practice.
The students contribution, in terms of a self-assessed learning log of the work-based experience will provide a record of achievement and understanding which can also be utilized for employment, reference, skills development and new experiences.
a? Carefully consider the situation that you are in
a? Identify an issue either in yourself or a person with a learning disability
a? How did you feel about the issue you are considering?
a? Key points are what was your previous knowledge and understanding of the identified issue
a? What new knowledge and understanding have you gained?
a? What have you learnt from this experience?
Fuller reflective details can be found on the virtual learning site under a?Portfolioa.
Brief Description and Aim
Student will explore multidisciplinary and interagency nature of best practice in health and social care.
Demonstrate an understanding of the organisational requirements of care delivery
Discuss the impact of government policies and initiatives on health and social care delivery.
GUIDELINES FOR STUDENTS
You are required to maintain a learning log of your experiences whilst you undertake the period of taught practice.
Complete the learning log by taking a minimum of three and maximum of five learning experiences (they can be in your work environment or an alternative placement) and analyse them and explore your learning using means of reflection. You experiences reflect an integration of the theoretical modules and work-based learning. The opportunities to learn come from a variety of places; this is your chance to demonstrate your own learning and experiences.
Your learning log can also be a reflective account of the teaching and learning experience. It may help you to reflect on your experience in relation to the learning outcomes in the following way:
Do you have the knowledge to understand and analyse your practice?
A, for e.g. Is what you are learning in College supporting a research based/evidence based approach in Care?
B, Have you the skill to undertake and accept accountability for the identified activity?
(eg. Understanding specific skills that you have and your areas of strength and
C, What are your attitudes and values in relation to patient/family/situation in terms of care?
(eg non-discriminatory practice)
It is essential that the student is aware that this learning log is a marked piece of work and the marking criteria has been included to help identify key issues, and promote the development of individual skills.
Throughout the module, the student will address his/her own individual work-based learning needs and will provide evidence of these achievements in the learning log entries.
Completing Learning log Entries: Guidance
i?± The written evidence of the achievement of each learning experiences should not normally exceed 500 words each. This should also have supporting evidence pamphlets etc.
i?± Nature of the written evidence
The evidence should include:
a) A reflection on previous experience
b) The knowledge base that has informed your decision making
c) How this demonstrates that the Learning that has been achieved
Diagnostic self-assessed identification of learning needs for practice placement:
Was this aim Achieved
Alternative Placement: Rationale for choice
Brief Description of Visit
Examples of Reflective Writing
I arrived on the ward at 7:30 ready to begin a 12-hour shift. After receiving handover, my mentor assigned me the job of bathing Mr B with the help of a healthcare assistant. Mr B has Creutzfeldt-Jakob disease (CJD), a progressive disease of the nervous system with rapid deterioration due to spongiform encephalopathy. He is not expected to live to Christmas, even though he is only 19 years old. He is mentally aware of what is going on but is physically unable to demonstrate activities of daily living, including eating and drinking, has limited communication skills and is doubly incontinent. He is unsafe on his feet so mobilises with a wheelchair.
I approached Mr Bas bed and asked his consent to take him for a bath. While the bath was running we began helping him to undress. He looked rather nervous. At the thought of myself being in his position, being the same age as him, I began to feel embarrassed too. I thought that I could not possibly be a professional individual if I let my embarrassment and sympathy get in the way of my nursing care.
We assisted Mr B into the bath and started his wash. I knew he was uncomfortable and wanted to be able to wash himself, but was unable to do so. I was finding it difficult to look him in the eye, especially when it came to washing his genitalia. I tried to ease this by making conversation, but in a way this made matters worse.
After the bath we dried Mr B, dressed him and returned him in the wheelchair to bed. To the healthcare assistant it was another job done, but the feelings I had afterwards, as I am sure was the case with Mr B, stayed with me for some time.
This reflective account provides a good description of the nurseas feelings but it does not go much beyond that. What additional information is needed to develop it?
Adapted from Jasper, M. 2003. Beginning Reflective Practice: Foundations in Nursing and Health Care. Cheltenham: Nelson Thornes.
Mrs James had been admitted to the ward following a fall and had multiple bruising and cuts to her body. Throughout her time on the ward she had been mildly confused, with a tendency to wander unsupervised. As stated by McConnell (1998), this is a major concern for nurses within hospitals and care facilities. We were told that Mrs James was unsteady on her feet and should not attempt to walk on her own without assistance. This is reinforced by the work of Oliver et al (2001) who state that greater disability may result from anxiety and loss of confidence following a fall.
This piece of reflective writing demonstrates the use of concepts to explain what happened. Note that this allows the reader to demonstrate awareness of professional values, and the ability to transfer learning into a professional practice. Examples of understanding that you might draw upon in your reflective writing could include practice guidelines, profes
Oundation Degree in Health and Social Care year 2
Assignment or Exam Question
Clinical practice review (4-5000) words
The review takes the form of a literature review. The review should include a critical account of the methods adopted in carrying out the process.
The following sections should be included in the review. The recommended words in brackets are to give a rough idea of weighting they do not have to be strictly adhered to and do not add up to 5000 words.
This should take a sweeping look at the key issues and their sequence as they are addressed in your review. (100 words)
You should provide a rationale for the chosen focus of the review highlighting the professional, clinical and conceptual relevance of your question. This section should clearly articulate the aspect of practice that will be the center of the review and how the literature review will contribute to its evaluation. Your rationale should make reference to current policies related to evidence based practice and the role of a critical literature review in that process. (500 words)
The methodology comprises a critical evaluation of a systematic approach to the collection and analysis of evidence underpinning the identified aspect of practice. You should provide a critical account of the process you undertook. This section should include;
a? Discussion of the strengths and limitations of bibliographic aids;
a? Discussion of the issues that influenced the depth and breadth of the literature coverage;
a? How the relevance of the material was determined, inclusion and exclusion;
a? How material was assessed and conclusions drawn;
a? Discussion of sources of potential bias. (1000 words)
Presentation of the review:
This is a discussion of all the material assessed, demonstrating an evaluation of information from the range of sources accessed. This part of the review will need to be divided into chapters. The number of chapters will be determined by the findings. Subheadings can be used. Chapters should be logically ordered with a link given to conclude one chapter and to lead to the next. The reader needs to be guided through the review with clear a?signpostsa throughout, summarising issues and showing a good understanding of how all the issues raised in the review are related. (3000 words)
Within this discussion you should discuss how successfully you have addressed your review question and thereby the practice significance of your findings. You should consider both strengths and weaknesses of your review. (350-400 words)
You should include a discussion of the implications for nursing practice arising out of the findings of the review. (300 words)
You should end your review by looking back over the arguments you have developed and summarising the main points.
Only use appendices if they are relevant to the review. Check with your supervisor if in any doubt. The appendices are not included in the word count.
Role of the Supervisor:
Your supervisor will be able to offer assistance in a range of areas, including;
a? Providing assistance in defining the topic area
a? Offering advice on the title and the structure of your review
a? Offering advice on your strategy for accessing and analyzing literature
a? Helping you set agreed deadlines
a? Monitoring your progress against the agreed deadlines
a? Providing general support
a? Giving advice on the level and content of the work. NB Your supervisor can read your work (in line with general practice of review work and agreed by the Health Studies Faculty Teaching and Learning Committee) as you progress to ensure that your approach is appropriate however, their role does not include proof reading or any form of pre-marking process.
Presentation: Two copies of the final review should be submitted
The following should be used to guide the presentation of your review.
a? You must ensure that the length of your review conforms to the word limit.
a? You must use A4 white paper (single sided).
a? Your review should be typed, double spaced with at least 2.5cm margins. It should be bound in either University College blue card using the Surebind system available in Reprographics (on campus) or spiral bound if you are unable to use this facility.
a? The first page should contain:
o Review title
o Name of student
o Date (month and year) of submission
o The phrase a?Submitted in part fulfillment of the a¦a¦a¦a¦..
There should then be separate pages for the full list of contents of chapter headings and a separate contents list for tables and diagrams. The main body of the review should follow. The reference list and appendices should be included at the end. Referencing must follow the Harvard System. There are a number of software products that can organise your sources automatically (Endnote, Endnote Plus and Papyrus).
The University Reprographics Department can bind your work for a small charge. You will have to allow time for this to be done.
The University retains ownership of the intellectual property within studentsa work. Where appropriate and formally agreed, special arrangements arising from a sharing of intellectual property rights, copyright issues, industrial secrecy or ethical issues should be scrupulously established. This may involve all third parties undertaking to sign confidentiality agreements.
Please ensure that, in line with University requirements, you retain a copy of your work.
Oundation Degree in Health and Social Care year 2
CW 2. Week 28 (2500 words) Weighting 80%
Assignment Brief: Essay
Essay topic will be Homeless Person.
In what ways are preventative strategies and models of care relevant to good quality of care for people in health and or social care? Evaluate this statement in relation to care planning, government policy and organisation requirement of care delivery.
All the learning Outcomes of the modules to be achieved in this assignment.
In this assignment you are required to demonstrate your understanding of:
1. Preventative strategies, what are they, how they are defined and how they relate to health and social care issues?
2. Model/s of care. How they are defined and how they relate to health and social care issues
3. A government policy that supports preventative strategies and models of care in practice settings.
4. Care planning process and how preventative strategies, models of care and government policy are integrated in the process when delivering care.
5. Why care organisations need the legal requirements to have these systems in place.
In the introduction you will need to give an overview of what you want your reader to expect to read. The aim is to discuss what you intend to write about the topic and how you are going to present
Describe the level of support this individual is receiving
In this section of your essay you will need to develop your arguments by critically discussing the key issues in a logical and a coherent way.
i?¶ Your first task is to identify an individual /service user who receives health and or social care service.Descibe his/her quality of life including the effects of his/her physical/social/ emotional/psychological/spiritual needs and wellbeing.
i?¶ This should lead you to identify risks /risk issues in relation to the care the person is receiving.
i?¶ You can then introduce preventative strategies and discuss how series of actions plans in the planning process can protect and safeguard wellbeing, minimise risk, prevent conditions from getting worse and improve quality of life.
i?¶ You will need to demonstrate your understanding of different models of care underpinning practice in relation to the individual you are discussing. This discussion should be an evaluative presentation of your arguments, not simply a description of different models of care. A good discussion should integrate different aspect of each model of care that you have identified to provide a holistic approach to care.
i?¶ A government policy at local level reflecting wider national policy identifying model of care/preventative /rights of the individual should be
Oundation Degree in Health and Social Care year 2
CW 4 . Week 24
Assignment: A Care Study based on a package of care observed within the work place (2000 words) 40% weighting.
The topic will be talk about Learning Difficulties.
Learning Outcomes to be demonstrated.
1. Take an analytical and professional perspective on relationships as a care
2. Discuss methods of empowering patients/residents and service users to make
3. Discuss statutory frameworks governing statutory, voluntary and private
4. Identify and discuss the implementation of informed interventions within health
and social care settings.
5. Discuss strategies for the development of a dynamic health and social care
In this assignment you are asked to write a Care Study based on a package of care observed in a care setting. The care study should discuss the total care given to the individual including the planning of care together with the actions plans to meet the assessed needs of the individual within the context of the learning outcomes.
The care study can be presented as a report or in an essay format. The writing style should reflect the criteria for level 5 marking scheme. Hence your work should go beyond mere description of concepts /theories to comparing and contrasting of these theories/concepts.
Definition of care a?support and services for people who are affected by problems of ageing, disabilities, illnesses, diseases and or any social conditions , to be able to live independent lives in their own homes or homely surroundings a?.
In the introduction you will need to give a brief overview of what the reader is expected to read in the body of the assignment. This can be achieved by clearly stating the aims and purpose of the study followed by making a point that you want to demonstrate the learning outcomes in doing so.
1. Your first task is to identify an individual in need of health and or social care and give a brief description of the package/s of care he/she is receiving. The package/s of care should explain why this is necessary, which needs are being met and what contribution this is making to the personas life in general. This should clearly expose the complexities of the needs/problems faced by the individual. This should give you a rationale or justification for discussing Learning Outcome ONE (Professional/ perspective/ professional/ behaviour/ professional relationship/professional knowledge/skills/Professional values/ ethics / professional attitudes). You will need to give a clear definition of professional care and why this is important/necessary. As all of these concepts cannot be accommodated for discussion you will need to be selective and choose the most appropriate for your care study. This should be supported by evidence from your own reading of research reports/journal articles and academic texts.
2. This discussion should lead you to identify the concept of empowerment and how this can bring benefit to the individual. A clear definition of empowerment in relation to your care study is expected. The idea of choice, control, and person centered care, service user involvement, personalisation, care values (dignity, respect, compassion) can be compared and contrasted to demonstrate your critical understanding of these issues.
3. In the next stage of your discussion you will need to identify a national or local policy document that supports the provision of services you have discussed so far (Professional perspective and or empowerment).This policy document can also include Pova,Safeguarding issues relating to standards and rights of the individuals and or consent to treatment which can integrate Learning Outcome 4
4. As your discussion expands on the current care package meeting the current needs of the individual, your discussion will need to identify future changing needs of needs of the services user to demonstrate Learning Outcome 5.
The conclusion needs to be clearly stated. In this section you are required to give a summary of the key concepts discussed and make recommendations in the light of the discussion.
Oundation Degree in Health and Social Care year 2
Effective Leadership is the key to good first line/front line management in health and social care. Critically discuss this statement in relation to an aspect of change management and managing a budget in my chosen area of practice. (my chosen area is about Proposal Examination of Drinking Problem in teenager people. Here it is In this presentation I am going to examine the topic of problem drinking for young people. My proposal is to help them through education. The structure of the support, will come via their social workers, who will help with the programme to a?stop drinkinga.
The alcohol content of a standard drink of beer, dinner wine, or distilled spirits (either straight or in a mixed drink). A standard drink is any drink that contains about 14 grams of pure alcohol (about 0.6 fluid ounces or 1.2 tablespoons. Leadership Styles: Transformational leadership styles focus on team-building, motivation and collaboration with employees at different levels of an organization to accomplish change for the better. Transformational leaders set goals and incentives to push their subordinates to higher performance levels, while providing opportunities for personal and professional growth for each employee.
Transactional leadership styles are more concerned with maintaining the normal flow of operations. Transactional leadership can be described as use disciplinary power and an array of incentives to motivate employees to perform at their best. The term Transactionalrefers to the fact that this type of leader essentially motivates subordinates by exchanging rewards for performance.
Both leadership styles are needed for guiding an organization to success. Transactional leaders provide distinct advantages through their abilities to address small operational details quickly. Transactional leaders handle all the details that come together to build a strong reputation in the marketplace, while keeping employees productive on the front line. Transformational leadership styles are crucial to the strategic development of a small business. Small businesses with transformational leaders at the helm shoot for ambitious goals, and can they achieve rapid success through the vision and team-building skills of the leader.
Resistance To Change: The Bennis Model definition is giving the person information in a rational way to help them realize the advantages (encouragement) to them. They will then naturally follow. It involves: educate, communicate and provide information.
This model could help for young people who have problem drinking by change the plan, provide information and provide support)
The essay in three parts:
You should introduce your topic (previously used change proposals will help you focus ). You will need to define the key terms leadership and management in health or social care. You will need to differentiate between the two concepts. By comparing and contrasting the various styles of leadership you will achieve one of the key learning outcomes of the course by demonstrating that you are competent at critical discussion when pursuing a coherent line of argument. This part is the main bulk of the essay and could at least a third of your discussion/debate.
You will then need to turn your attention to change management in social care. You will need to give a clear definition of the concept and bring critical arguments when discussing the processes, the potential barriers and benefits of the leadership vision of change. This should be about (500 words).
The third part of your essay is about budget management which is another key responsibility and challenge for front line managers in social care. The essay is not asking to present sophisticated budget management skills with details of sums and figures, although you can use this as an appendix if you so wish to illustrate that you possess advanced skills in this area.
The most relevant aspect of budget management should focus on the fundamental principles of budgeting and the three Ea, the planning, the allocation of resources and decision making which are all subject to your style of leadership (about 600 words).
The concluding part of your essay should summarise the key points and arrive at a clear but logical recommendation for change.
All your work needs to be referenced using the Harvard referencing guidelines (supplied in your handbook).
Oundation Degree in Health and Social Care year 2
I n t r o d u c t i o n [ n a m e , t i t l e , w h a t y o u w i l l c o v e r ]
S c e n a r i o [ M y c a s e s t u d y w i l l t a l k a b o u t S a m w h o i s 2 5 y e a r s o l d a n d h a s a l e a r n i n g d i s a b i l i t y . S a m h a d a n a c c i d e n t 6 w e e k s a g o a n d n o w h e i s i n a w h e e l c h a i r . H i s m o t h e r w h o w a s h i s c a r e r i s f i n d i n g i t v e r y d i f f i c u l t t o s u p p o r t a n d c a r e f o r h e r s o n . S a m i s f i n d i n g i t d i f f i c u l t t o c o p e w i t h w a s h i n g , d r e s s i n g a n d c o o k i n g f o r h i m s e l f . ]
C a r e p l a n p r o c e s s [ a s s e s s m e n t , p l a n , i m p l e m e n t a t i o n a n d e v a l u a t i o n h o w w i l l y o u p l a n c a r e f o r t h e m ]
C a r e p a c k a g e [ w h a t c a r e w i l l y o u r s e r v i c e u s e r r e q u i r e ? ]
P r o f e s s i o n a l i s s u e s [ e m p o w e r m e n t , p e r s o n c e n t r e d a p p r o a c h / p e r s o n a l i s a t i o n , s a f e g u a r d i n g i s s u e s , f u n d i n g ]
G o v e r n m e n t / l o c a l p o l i c y [ d i g n i t y i n c a r e , P u t t i n g p e o p l e f i r s t : a s h a r e d v i s i o n a n d c o m m i t m e n t t o t h e t r a n s f o r m a t i o n o f a d u l t s o c i a l c a r e a ( 2 0 0 7 ) , I m p r o v i n g t h e l i f e c h a n c e s o f d i s a b l e d p e o p l e ( 2 0 0 5 ) ]
F u t u r e n e e d s o f s e r v i c e u s e r [ c u r r e n t n e w s o n s o c i a l c a r e , f u n d i n g , d i s a b i l i t y l i v i n g a l l o w a n c e e t c . a n d m a k e r e c o m m e n d a t i o n s ]
C o n c l u s i o n [ s u m u p m a i n p o i n t s ]
R e f e r e n c e l i s t
A s s e s s m e n t 4 [ 2 0 0 0 w o r d s ] d u e d a t e M a r c h 2 9 t h 2 0 1 3 . * * * U s e i n r e f e r e n c e t o g u i d e l i n e s o n B B .
I n t r o d u c t i o n w h a t w i l l y o u r e s s a y c o v e r ? L e a r n i n g D i s a b i l i t y
B e g i n w i t h a b r i e f o u t l i n e o f a c a r e s t u d y d e s c r i b e a s c e n a r i o i n v o l v i n g a s e r v i c e u s e r .
L o o k a t h e a l t h a n d s o c i a l c a r e b o o k s f o r e x a m p l e s w h i c h y o u c a n a d a p t [ ]
N e x t i d e n t i f y t h e n e e d s o f t h e s e r v i c e u s e r a u s e t e r m i n o l o g y s u c h a s c y c l e o f c a r e , a s s e s s m e n t , p l a n n i n g , i m p l e m e n t a t i o n / m o n i t o r i n g a n d r e v i e w / e v a l u a t i o n . A l t e r n a t i v e l y y o u c a n d o t h i s i n a t a b l e . [ ]
A s s e s s m e n t P l a n n i n g I m p l e m e n t a t i o n E v a l u a t i o n a n d R e v i e w
[ N e e d s / k e y i s s u e s ] [ A g r e e i n g w h a t t o f o c u s o n , g o a l s a n d o u t c o m e s ] [ P u t t i n g t h e p l a n i n t o a c t i o n a n d m o n i t o r i n g ] [ W a s i t s u c c e s s f u l ? w h a t s h o u l d b e d o n e d i f f e r e n t l y n e x t t i m e ]
E x p l a i n t h e n e e d f o r p e r s o n a l i s a t i o n o f c a r e p l a n n i n g , e m p o w e r m e n t , c h o i c e , c o n t r o l , v a l u e s i . e . r e s p e c t , d i g n i t y , c o m p a s s i o n e t c . A l s o d i s c u s s p o t e n t i a l p r o b l e m s a w h a t h a p p e n s i f t h e a b o v e a r e n o t i m p l e m e n t e d ? F o r e x a m p l e i f t h e s e r v i c e u s e r i s n o t i n v o l v e d i n t h e i r o w n a s s e s s m e n t . R e f e r t o n e w s p a p e r a r t i c l e s a n d t e x t b o o k s a t t h i s s t a g e t o h e l p s u p p o r t y o u r i d e a s . [ ]
E x p l a i n t h a t t h e s e r v i c e u s e r w i l l n e e d a c a r e p a c k a g e , d e f i n e w h a t t h i s i s a n d t h e n d e s c r i b e w h a t y o u r s e r v i c e u s e r w i l l n e e d i . e . h e l p w i t h s h o p p i n g , h e l p w i t h w a s h i n g a n d d r e s s i n g , m e a l s o n w h e e l s e t c . W h y i s i t n e c e s s a r y a n d h o w w i l l t h e s e r v i c e u s e r b e n e f i t ? W h a t d i f f e r e n c e w i l l i t m a k e t o t h e i r l i f e ? F o r d i s c u s s i o n r e f e r t o i s s u e s o f f u n d i n g o f c a r e s e r v i c e s . [ ]
I d e n t i f y a n d d i s c u s s i n s o m e d e t a i l a n a t i o n a l o r l o c a l p o l i c y d o c u m e n t w h i c h r e l a t e s t o y o u r s e r v i c e u s e r . T h i s m a y i n c l u d e a ? P u t t i n g p e o p l e f i r s t : a s h a r e d v i s i o n a n d c o m m i t m e n t t o t h e t r a n s f o r m a t i o n o f a d u l t s o c i a l c a r e a ( 2 0 0 7 ) . I m p r o v i n g t h e l i f e c h a n c e s o f d i s a b l e d p e o p l e ( 2 0 0 5 ) [ i n d i v i d u a l b u d g e t s ] . [ ]
B e f o r e t h e c o n c l u s i o n d i s c u s s f u t u r e c h a n g i n g n e e d s o f s e r v i c e u s e r s . F o r e x a m p l e l o o k a t t h e i s s u e o f c u t b a c k s a n d g o v e r n m e n t p l a n s f o r a d u l t s o c i a l c a r e , d i s a b i l i t y l i v i n g a l l o w a n c e c h a n g e s e t c . [ ]
F i n a l l y a c o n c l u s i o n r e f e r r i n g t o y o u r s e r v i c e u s e r a n d t h e c a r e t h e y a r e l i k e l y t o r e c e i v e a s w e l l a s p o t e n t i a l i s s u e s t h a t m a y a f f e c t t h e m . [ ]
* R e m e m b e r D O N O T l o s e t h e f o c u s o f y o u r s e r v i c e u s e r , w h o y o u n e e d t o c o n s t a n t l y r e f e r b a c k t o .