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Explain the correlation between conditions and: disability gender age ethnicity socio-economic status

Unit 52: Support Individuals with Multiple Conditions

Activity Brief

HSC

Number

16

Task Type:

Questions and Answers

Level:

4

Pathway:

All

Date reviewed:

02/01/2024

Task Name:

Unit 52: Support Individuals with Multiple Conditions
                 
 

 

Description of Task:

Questions and answers to demonstrate your knowledge and understanding.

Approx. 1500 – 3000 Words

Scope of Task

The following areas are to be covered / discussed / referred to in your answers:
  • Impact
  • Support
  

Values

  • Equality
  • Diversity
  • Inclusion
  • Health and safety

Core Skills

  • Literacy
  • Communication
  • I.T

British Values:

  • Democracy
  • Rule of law
  • Freedom of speech
  • Mutual respect
  • Tolerance of each other

Legislation:

  • The Care Act 2014
  • Equality Act 2010
  • The Health and Social Care Act 2008 (Regulated    Activities) Regulations 2014
  • Health and Safety at Work etc. Act 1974
  • Data Protection Act 2018 (GDPR).
  • Human Rights Act 1998
  • The Health and Care Act 2022

 

Activity Resources

Additional resources

Websites:

Disability Discrimination

Disability discrimination | Equality and Human Rights Commission (equalityhumanrights.com)

http://www.equalityhumanrights.com/

BHF: Multiple health conditions

https://www.bhf.org.uk/informationsupport/heart-matters-magazine/medical/8-tips-for-living-with-multiple-conditions/multiple-conditions

Health and Care Act 2022 –

https://www.kingsfund.org.uk/projects/health-and-care-act-2022-make-sense-legislation

Task Questions

1) Explain the correlation between conditions and:

  • disability
  • gender
  • age
  • ethnicity
  • socio-economic status (Unit 52 - 1.1).

2) Analyse how multiple conditions and/or disabilities can impact the individual. (Unit 52 - 1.2).

3) Make recommendations for modifications to service delivery that can result in improved outcomes for individuals with multiple conditions and/or disabilities. (Unit 52 - 1.3).

4) Evaluate strategies to improve the practice of others with regard to multiple conditions and/or disabilities, in terms of the effectiveness of the strategies in promoting positive outcomes: at an individual level and at an organisational level (Unit 52- 3.2)

5) Evaluate, with others, the extent to which provision in own setting meets the needs of users of services with multiple conditions and/or disabilities using the setting (Unit 52, 4.2)

Evidence sheet

Learner Name

 

 

Evidence Reference

 

Activity (X)

RA

 

QA

X

PD

 

AS

 

WS

 

 

 

 
                         

 

 

 

 

 

 

Evidence Continuation Sheet

 

Assignment Guide

This is a guide with ideas and tips. For your assignment, you should expand on the following and use examples from your practice.

Question 1

To answer this question, select three conditions and discuss the link between the condition and the following:

  • Disability
  • Gender
  • Age
  • Ethnicity
  • Socio-economic status.

Question 2

The chart below will give you a few ideas.

Question 3

Make suggestions to improve service provision.

Referencing

This guide shows you how to reference your work. The examples used within it are just to demonstrate how to reference. The web links in red give more guidance on referencing.

Referencing, is an important skill to learn if you are completing an academic programme in the United Kingdom. Clear and structured referencing allows the Assessor or Verifier to access your research sources and review them themselves, helps to protect you against claims of plagiarism, and provides evidence of your external research.

We have included below a list of the main sources of information for your work, but please feel free to locate information via other sources if possible and relevant.  Once you have your resources, there are many different ways to reference them, but the style preferred for your QCF Diploma is the Harvard Referencing Style; examples and instructions on how to do this are listed below.  For a complete list of how to use the Harvard Referencing System, you can purchase a book or look at one of the many excellent downloadable instruction systems online, such as the De Montfort University guide available for free online at: http://www.library.dmu.ac.uk/Images/Selfstudy/Harvard.pdf.

Some websites, for example; Neil’s Toolbox (http://www.neilstoolbox.com/), offer free tools such as the Harvard Reference Generator.

Basic Guide to using the Harvard Referencing System

  1. Always show when you have used a quote by placing it in speech marks: “...................”
  2. Short quotes can be used mid-paragraph, but longer ones should be given a line of their own as well as being shown in speech marks.  It is also common to italicise the longer quote.
    This brief quote can be “used mid-paragraph” (Cox, 2010) without any problem
    “but longer ones should be given a line of their own as well as being shown in speech marks” (Cox, 2010).
  3. The name of the original author, researcher, etc. and the date of publication should be given in brackets at the end of each quote: (D Cox, 2010) or (Cox, 2010).
  4. The content of a quote will not be included within the mark of an essay, though the relevancy of the quote will.  You can copy the meaning of someone else’s work without copying their words by rewriting their work as your own.  Paraphrasing is a good way to demonstrate understanding and have the content marked but remember that the paragraph must include the author’s details.
    ‘In 2010, Miss D Cox stated that....’ or their name and date, i.e. (Cox, 2010).
  5. The reference list at the end of your activity must be in alphabetical order.  This makes it easy to find a particular reference from the text.

“In the UK many people were not aware of HIV until the mid-80s as it had received little coverage in the press and what it had received falsely branded it a gay disease (bbc.co.uk). Throughout the 80’s and early 90s, despite the evidence to the contrary – including the deaths and diagnoses of haemophiliacs and drug users with AIDS – the papers still branded it as the ‘gay plague’ and, in the Sun’s case, the ‘gay bug’. (avert.org 2009)” avert.org, (2009) History of HIV and AIDS in the UK 1981-1995. Accessed online 09.05.2009 at http://www.avert.org/uk-AIDS-history.htm

BBC.co.uk, Mystery disease kills homosexuals. Accessed online 09.05.2009 at http://news.bbc.co.uk/onthisday/hi/dates/stories/december/10/newsid_4020000/4020391.stm

Beharrell, P (1993) ‘AIDS and the British Press’, in J. Eldridge (ed.) Getting the Message: News Truth an....”

Examples of the main types of references

  • Websites (the website address should be underlined).
  • Author or Source, Year. Title. Available at: web site address/URL and [Accessed date].

National Society for Epilepsy. 2008. Epilepsy - did you know ...? [Online] (Updated 16 Jan 2005). Available at: http://www.epilepsysociety.org.uk/AboutEpilepsy/Whatisepilepsy/Epilepsy-didyouknow [Accessed 10 April 2010].

  • Books: Author, Initials/first name. Year. Title of book. Edition (if stated). Place: Publisher.

Appleton, R. and Marson, T. 2009. Epilepsy (The Facts). 3rd ed. Oxford: Epilepsy Action in assoc. with Oxford University Press.

  • Journals: Author, Initials. Year. Title of article. Full Title of Journal, Volume number (Issue/Part number), Page numbers.

Perry, C., 2001. What health care assistants know about clean hands. Nursing Times, 97(22), pp.63-64.

 

Referencing Table

Unit

Assessment Criteria

52

1.1, 1.2, 1.3, 3.2, 4.2

 

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