1.1. Explain the role of a health or social care professional in a specific area e.g. nursing, midwifery, paramedical, social work, youth and community.
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Unit Title:
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The Role of the Health or Social Care Professional
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Level:
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Three
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Credit Value:
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3
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Unit Code:
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CBB269
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Grade Descriptors:
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1, 2, 7
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Type:
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Academic subject content
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This unit has 3 learning outcomes
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LEARNING OUTCOMES
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ASSESSMENT CRITERIA
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The learner will:
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The learner can:
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1. Understand the role of the health or social care professional.
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1.1. Explain the role of a health or social care professional in a specific area e.g. nursing, midwifery, paramedical, social work, youth and community.
1.2. Analyse the key differences between this role and that of others, professional or non-professional, who are working in the sector.
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2. Understand the professional qualities and values needed by a health or social care professional.
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2.1. Analyse the professional qualities and values needed to practice in a specific area of health or social care.
2.2. Explain how and why a professional body regulates practice and conduct for a specific profession.
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3. Understand the importance of team work and supervision in a health or social care profession.
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3.1. Evaluate the importance of team work and supervision in a health or social care profession.
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Grading Descriptors to be used with this unit (Level 3)
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1.
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Understanding of the subject
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X
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2.
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Application of knowledge
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X
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3.
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Application of skills
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4.
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Use of information
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5.
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Communication and presentation
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6.
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Autonomy / Independence
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7.
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Quality (Mandatory)
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X
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Assignment Guidance
Learners should be encouraged to ensure they are correctly identifying skills, qualities and values which cover a specific role (such as Adult Nursing rather than a generic overview of the nursing or social work profession).
A draft submission is advisable for Tasks 1 and 2 as this will be one of the first Level 3 assessments learners may be asked to complete. The draft submission process should follow QAA guidance.
Learners should understand the importance of identifying gaps in their own understanding and skills and the role of professional development.
The use of visiting speakers from the relevant health or social care professions (particularly Access to HE alumni) would benefit learners.
To ensure learners are not just collating information from various sources for this task it is essential that they relate their written work to the profession they have described in Task 1
Learners may need advice on this task to ensure that they are able to quote relevant points from the code related to their area of practice but balance this with information in their own words.
Delivery should include current news stories/journal articles or contemporary issues
regarding aspects of care by health or social work professionals.
This is set as a timed assessment. Learners should be given the case study two weeks beforehand so that they can prepare. They will be allowed to annotate the case study and bring this copy into the assessment. No other materials should be brought in. It would be good practice to give the learners an opportunity to practice writing answers (to other questions) in controlled conditions so that they feel prepared.
A timed assessment is a good opportunity for the assessor to see the quality of the learner’s written English and level of understanding in a controlled context.
The case study has been written for a generic health and social care context. A more specific case study can be prepared if learners are applying to a specific progression route such as midwifery or paramedic studies. If the case study is adapted, this should be internally moderated before it is set for learners.
In order to ensure that assessment is valid and reliable, it is recommended that the tasks are adapted slightly each year so that learners do not have the opportunity to copy the work of previous learners.
For example:
- Task 1 could be set as an oral presentation.
- Some or all of the tasks could be covered in a practice university interview. The assessor would need to produce a detailed observation sheet with the learner’s answers to the questions. It is recommended that the interview is recorded (video or audio).
- Task 3 could be set as a timed assessment with a case study.
- Task 4 could be adapted so it refers to a particular current news story. Learners could be given an article and asked to comment on it.
Learners should be set new tasks for the assessment criterion that has not been met. As this is a graded unit, learners should not be allowed to redo the same task or improve their original submission as this may give them an unfair advantage over learners who met the assessment criteria with their original submission.
Learners could be set similar questions but given different scenarios. The same assessment method should be used – if this is not possible then a written task under controlled conditions or a viva would be suitable. If a viva is set, the assessor must make a record of the learner’s responses using an observation sheet and/or audio recording
Learners are not permitted to resubmit tasks in order to improve their grade.
A reasonable adjustment is any action that helps to reduce the effect of a disability or difficulty that places the learner at a substantial disadvantage in the assessment situation.
Reasonable adjustments are approved or set in place before the assessment activity takes place; they constitute an arrangement to give the learner access to the units and qualification. The work produced by the learner will be marked in the same way as the work of other assessed learners
Awarding organisations and centres are only required by law to do what is ‘reasonable’ in terms of giving access. What is reasonable will depend on the individual circumstances, the impact of the disability on the individual, cost implications and the practicality and effectiveness of the adjustment. Other factors, such as the need to maintain competence should be taken into consideration.
On the Access to HE Diploma, it is expected that the centre will have asked the learner to identify any access needs when they are inducted onto the course and, in line with the centre’s policy on supporting learners, the reasonable adjustments that the learner is eligible for should be agreed. Tutors on the course should be made aware where a reasonable adjustment may impact on how they intend to assess a learner.
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Title of Access to HE Diploma:
(e.g. Science)
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Unit title: The Role of the Health or Social Care
Professional
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Unit code: CBB269
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Learner:
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Tutor/Assessor:
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Description of Assignment:
Task 1: Information sheet on your chosen health or social care career path (AC1.1, 2.1)
Using the role you have decided upon for your future career, write an information sheet for someone who is considering studying for the same career path in UK health or social care to help them make a decision as to whether it is the right choice for them. Ensure you explain the role and analyse the professional qualities needed in this area of health or social care practice. Word limit is 500 words.
Task 2: Comparison of three roles (AC1.2)
Using information from task 1 select two other roles (professional or non-professional) within the same area of work (in UK health or social care) and compare and contrast the responsibilities of those roles with your chosen role. Ensure that you examine a range of common aspects and analyse the difference in responsibilities between each role (e.g. how do the responsibilities for administering medication differ between the roles?). You may present this information in the form of a table. The word limit is 500 words.
Task 3: PowerPoint presentation on regulation of health or social care professionals (AC2.2) Using the regulatory body that governs health or social care practice in the UK in the career you have chosen, produce a PowerPoint presentation for an information website which explains how they regulate practice and conduct. You will not be presenting to the class. You should use up to 10 slides with no more than 20 words per slide. You can include images and diagrams.
Task 4: Timed assessment on supervision and teamwork in health and social care (AC3.1) The timed assessment will take place on [date] at [time]. It will last 45 minutes. You will be given a case study two weeks prior to the assessment about supervision and teamwork within a multi- disciplinary care environment that consists of both health and social care team members. Based on
the case study, you will be asked questions which require you to evaluate the importance of teamwork and supervision within the team – considering who is affected and what might be the short and long- term outcomes from the situation. You can annotate your copy of the case study and write notes on the back of the page, you will be allowed to bring this into the assessment. No other notes will be permitted.
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The conditions for the timed assessment can be found following the assessment criteria.
- For tasks 1 and 2, ensure you have clearly stated the word count. Work that exceeds the required word limit excessively will not be assessed beyond the word limit. You must keep to the word limits in order to get a Distinction for GD7.
- Ensure you have read widely (text books, professional journals, newspapers as well as using appropriate online sources related to UK Health and social care) and have used your own words throughout, referencing any sources clearly.
- Read the assessment criteria to make sure you understand what your work needs to cover.
- To achieve higher grades, carefully read through the merit and distinction guidance
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Draft submission requirements
A draft submission is permitted for this assignment. The deadline for the draft submission is given below.
You may submit a draft for tasks 1, 2 and 3.
You will not be given detailed corrections to your draft and will not receive any feedback on your draft about the grade you might receive.
You should file a copy of your draft submission in your portfolio with your final, assessed work for this unit. Please label it as a draft submission.
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Date set:
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Date for draft submission (if applicable):
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Date for final submission:
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Extension date (if agreed):
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Signed by Tutor/Assessor to agree extension:
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Date submitted:
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Internal Moderation: Yes / No Date:
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Signed by internal moderator:
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Date:
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Learner declaration:
The explanations and evaluations in this work have been developed and written by me.
I have not submitted material copied from the Internet, text books or other sources in place of my own thinking and writing.
When I have referred to the work of others I have done so to discuss, comment on or argue their ideas.
I have kept quotation and paraphrasing to an absolute minimum and only to support points I have made.
I understand that referencing the names of authors whose ideas I have used without including my own interpretation of those ideas, does not meet the assessment criteria and cannot attract the Pass, Merit or Distinction grades.
I have not copied the work of my peers.
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Learner comments: (please use this space to comment on any aspect of the assignment when handing in your work)
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Signature:
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Date:
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TO THE LEARNER: Please attach this assignment brief to any written work you are handing in for assessment, or submit the brief as instructed.
YOUR WORK CANNOT BE ASSESSED UNLESS YOU HAVE SIGNED AND SUBMITTED THIS FORM
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Level 3
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Unit title: The Role of the Health or Social Care Professional
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Learning outcomes
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Assessment criteria
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This is what you will learn on the unit.
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This is what you must be able to demonstrate that you can do in your assignment in order to achieve the unit.
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The learner will:
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The learner can:
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1. Understand the role of the health or social care professional.
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1.1. Analyse the role of a health or social care professional in a specific area e.g. nursing, midwifery, paramedical, social work, youth and community.
1.2. Analyse the main differences between this role and that of others, professional or non- professional, who are working in the sector.
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2. Understand the professional qualities and values needed by a health or social care professional.
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2.1. Analyse the professional qualities and values needed to practice in a specific area of health or social care.
2.2. Explain how and why a professional body regulates practice and conduct for a specific profession.
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3. Understand the importance of teamwork and supervision in a health or social care profession.
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3.1. Evaluate the importance of teamwork and supervision in a health or social care profession.
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Timed assessment rules and procedures
· Arrive for the timed assessment early. If you arrive after the assessment has started, you will not be permitted to enter the assessment room as it would disturb your fellow students.
- Mobile telephones must be switched off and placed out of reach.
- You will be provided with a question and answer booklet.
- You are permitted to use some pens, pencils, a ruler and a rubber. You may have a bottle of water on your desk.
- All your other personal belongings need to be left at the front of the room away from the desks. You may bring in the annotated copy of the case study. You are not permitted to bring any notes into the assessment.
- Once the assessment has started you must not communicate with anyone except the invigilator. If you need to communicate with the invigilator, you should raise your hand and wait for her/him to come to you.
- You need permission from the invigilator to leave the assessment room (e.g. to go to the toilet). If you leave the room then you may not take the question paper or your answer booklet with you. If you leave without permission then you will not be permitted to re-enter the assessment.
- You should not leave your desk until all your papers/scripts have been collected. You should not speak to your peers until you have left the assessment room.
- Any learners found to have broken the rules of assessment will have their scripts automatically invalidated. This means that you will have to undertake a resubmission task.
- If you do not turn up for the assessment, this will count as a late submission. You may apply for extenuating circumstances if there is a reason (such as illness) that has prevented you from attending the examination
Preparing for the timed assessment
- Make sure that you have read the case study, assessment criteria and grade guidance so that you know what to revise and what is expected from your answers.
- If you normally need to be contactable by phone, ensure that those who may contact you are aware of the times that you will be in the assessment and will not have access to your phone.
- If you require special conditions for sitting assessments (e.g. extra time), inform your tutor at least xx days before the assessment so that they can confirm whether you are eligible for these accommodations and make appropriate arrangements.
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Level 3 units only:
Learners achieve a Pass if they meet all Level 3 Assessment Criteria for a unit. You will achieve a Merit or Distinction by meeting the following Grade Descriptors. Your tutor will give you feedback for all three grades.
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Grade
Descriptor
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Merit
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Distinction
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GD1:
Understanding of the subject
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The student, student’s work or performance: demonstrates a very good understanding of the relevant knowledge base associated
with the area of study
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The student, student’s work or performance: demonstrates an excellent understanding of the different relevant knowledge base with the area
of study
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GD2:
Application of Knowledge
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The student, student’s work or performance: makes use of relevant ideas and facts with very good levels of insight, analysis and
accuracy.
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The student, student’s work or performance: makes use of relevant ideas and facts with excellent levels of insight, analysis and
accuracy.
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GD7: Quality
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The student, student’s work or performance: taken as a whole, demonstrates a very good response to the demands of the
brief/assignment.
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The student, student’s work or performance: taken as a whole, demonstrates an excellent response to the demands of the
brief/assignment.
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Grade Guidance: Learners must carefully read the guidance below which is linked to the components above
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MERIT:
GD1: Understanding of the Subject
- Your written work for across all tasks will contain current accurate information relevant to UK health and/or social care.
- In preparation you should read a range of relevant subject matter and this should include journals and textbooks as well as websites of good quality. This will be reflected in the sources that you refer to in your answers and will demonstrate that you have generally selected relevant information.
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- Across the tasks, your use of subject specific terminology will be generally accurate and used in the right context of health and/or social care.
- You will demonstrate a very good understanding of professional roles in health and/or social care.
- In task 4 you will show a very good understanding of the potentially catastrophic consequences of poor care that can result from ineffective teamwork and supervision.
GD2: Application of knowledge
- Your work will show you are able to clearly apply your knowledge of the role of a health or social work professional in some depth.
- You will be able to analyse different aspects of the role in contrast to other professionals and non-professionals in detail and be able to contextualise it.
- You will be able to explain clearly and with a general level of accuracy the relevance of a professional body to a working professional in your chosen career path.
GD7: Quality
- You will write concisely, using accurate and contemporary examples to support the information you are including as part of each task.
- Your answers should be relevant, clearly linked to the tasks set and be supported by appropriate and up to date information.
- For tasks 1 and 3, you will have considered how to organise your information and ideas so that it is suitable for someone considering their career path.
- You will have generally used accurate citation and referencing.
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DISTINCTION:
GD1 Understanding the subject
- Your written work for across all tasks will contain current accurate information relevant to UK health and/or social care.
- In preparation you should read a range of relevant subject matter and this should include journals and textbooks as well as websites of good quality. This will be reflected in the sources that you refer to in your answers and will demonstrate that you have discerningly selected relevant information from a wide range of sources.
- Across the tasks, your use of subject specific terminology will be totally accurate and used in the right context of UK health and/or social care.
- You will demonstrate an excellent understanding of professional roles in UK health and/or social care.
- In task 4 you will show an excellent understanding of the potentially catastrophic consequences of poor care that can result from ineffective teamwork and supervision.
GD2: Application of knowledge
- Your work will demonstrate your in-depth understanding of the contemporary role of a health or social work professional.
- Throughout your work you will use accurate, relevant, examples to support your explanations and your analysis of the different aspects of the role will be detailed and appropriate to contemporary multi-agency working.
- You will be able to show you understand how and why the professional governing body exists in depth.
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Part A: Feedback on credit level
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AC no
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Credit
achieved (L3)
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Location of evidence
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Tutor/Assessor comments on assessment criteria
(you could also indicate on the work itself where each AC is met)
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1.1
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Task 1
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1.2
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Task 2
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2.1
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Task 1
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2.2
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Task 3
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3.1
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Task 4
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Level
achieved
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Tutor/Assessor’s
signature:
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Date:
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Resubmission (if applicable) If any of the assessment criteria for this assignment have not been met at Level 3, a resubmission may be permitted. Resubmission must follow the QAA guidelines and be permitted only once.
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Requirements for resubmission/new Task set:
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Date Set:
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Date due:
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Date Submitted:
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Feedback on resubmission:
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Level achieved
after resubmission:
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Tutor/Assessor’s
signature:
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Date:
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Part B: Feedback on grading (Applicable only if all assessment criteria achieved at Level 3)
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Grade Descriptor
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Tutor/Assessor comments against grade descriptors
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Grade indicator (P/M/D)
Please enter the final grade on page 1 based on this
grade profile e.g. PPM=P
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GD1:
Understanding of the subject
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GD2:
Application of knowledge
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GD7: Quality
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Tutor/Assessor’s reason for final grade decision (if applicable):
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Areas for development (how will the learner be able to use and improve on what they have learnt on this unit and the skills that they have used in their further studies?)
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Task 4 Case Study
Instructions for the learner
In answering the questions in this exam, you should, evaluate the importance of teamwork and supervision within the team – considering who is affected and what might be positive short and long-term outcomes from the situation. (AC3.1) You will be given this case study two weeks prior to the exam.
Case study
Benjamin has a lifelong history of asthma and now, aged 65, he has other severe lung problems exacerbated by gaining a lot of weight in middle age. He worked in a local supermarket but two years ago, Benjamin suffered a stroke leaving a residual dense paralysis of the left side of his body. After a long period in hospital, he moved into a nursing home where he has been living for over a year. Benjamin has been married to Jan for 40 years and she visits daily – they have no other immediate family.
He is not able to care for himself and it takes at least two people to move Benjamin in and out of bed, shower and dress him, and settle him into his wheelchair each day, before his wife comes to visit him just before lunch. Recently, the care home has had several periods of severe staff shortages and his wife has been coming earlier in the day and helping the care assistants move him, though this is against home policy. The managers and team leaders are not seemingly aware of Benjamin’s wife being involved in his personal care, which involves moving and handling. Jan has been asking the care workers about his going home as she is feels Benjamin is depressed – he has frequent mood swings between being tearful, angry and withdrawn and that she could manage him. However, the social worker assigned to their case, Dave, has said Benjamin is not able to go home yet as his wife could not cope with him on her own. The social worker assigned to Benjamin’s case, Dave, feels that their house is quite old and would need some major alterations as Benjamin would not be able to manage the stairs. He has suggested that a full home assessment might be a good idea but the GP, Leanne, who visits the home is not keen on discharge saying Benjamin is still too overweight and that this is putting him at extra risk of further health problems as well as making it difficult to help him in and out of bed.
Benjamin is dismissive and angry with the care staff when they suggest he needs to eat more appropriately as the GP has advised
The Role of the Health or Social Care Professional – Task 4
This timed assessment covers the following assessment criterion:
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Date and time of assessment
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Length
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45 minutes
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Resources permitted or provided
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Permitted: Pen, pencil, rubber, ruler
Provided: question and answer booklet including case study
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Resources not permitted
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Mobile phone and other electronic equipment
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The timed assessment is set under the following conditions:
Learner declaration
By undertaking this assessment and signing below, I confirm that:
I have complied with the conditions of the assessment.
I have not brought into the assessment any materials that would assist me in answering the assessment, unless permitted under the conditions of the assessment.
I will not remove the assessment paper from the assessment room at any point.
I will not have access to my mobile phone or other electronic device during the assessment. I have not copied the work of my peers.
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Learner name:
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Signed by learner:
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Date:
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Allowances: (to be completed by tutor if any deviations from the stated assessment conditions were permitted).
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Using the case study, answer the following questions:
- What are the potential problems of working in a way which is not consistent with care home policy and whose responsibility is it to ensure the care team function safely?
- What actions should be taken by the home managers to ensure they are aware of Benjamin’s needs?
- What other members of the health care team could be involved to help Benjamin to eat a diet which could help his weight loss?
- What might be done to improve Benjamin’s mobility?
- Who should undertake Benjamin’s home assessment?
- How could the members of the multi-disciplinary team work effectively to help Benjamin in respecting his autonomy in respect of his return home?
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