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Explain the key features of effective partnership working

Unit 10: Work in Partnership in Health and Social Care

Activity Brief

HSC

Number

10

Task Type:

Assignment

Level:

4

Pathway:

All

Date reviewed:

22/08/2023

Task Name:

Unit 10: Work in Partnership in Health and Social Care
                 

 

 

 

Description of Task:

An assignment to demonstrate knowledge, understanding and the skills that are required to implement and promote effective partnership working.

Approx. 1500 - 2500 Words
 

Scope of Task

The following areas are to be covered / discussed / referred to in your answers:
  • Partnership working
  • Establishing and maintaining working relationships with colleagues
  • Relationships with other professionals
  • Roles and responsibilities working with colleagues
  • Procedures for effective working relationships
  • Common objectives

 

Values

  • Partnership working

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
  • The Equality Act 2010
  • The Human Rights Act 1998
  • Data Protection Act 2018
  • Mental Capacity Act 2005
  • Safeguarding Vulnerable Groups Act 2006
  • Health and Care Act 2022
  • Health and Care Professions Council Standards of Conduct, Performance and Ethics (Revised) 2016
  • Public Interest Disclosure Act 1998
                    

Activity Resources

Additional resources

Books:

Glasby J and Dickinson H – Partnership Working in Health and Social Care (Policy Press, 2014) ISBN 9781447312819

Websites:

Partnership Working in Health and Social Care: The Bridge Perspective

https://www.therecoveryplace.co.uk/partnership-working-in-health-and-social-care-the-bridge-perspective/

The Social Partnership Forum

https://www.socialpartnershipforum.org/

The Health and Care Act 2022

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

Task Questions

1. Explain the key features of effective partnership working (Unit 10 - 1.1).

2. Why is it important to work in partnership with:

  • Colleagues?
  • Other professionals?
  • Others? (Unit 10 - 1.2)

3. Discuss at length, how partnership working delivers better outcomes and what those outcomes are (Unit 10 - 1.3).

4. What barriers are there to partnership working and how can you overcome those barriers? (Unit 10 - 1.4)

5. Explain your own role and responsibilities when working with colleagues and other professionals, and how well do you do this? (Unit 10 - 2.1,2.3, 3.1).

6. Evaluate procedures for working with other professionals and others (Unit 10- 3.4, 4.4)

7. Discuss at length, the importance of working with others (Unit 10 - 4.1).

 

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.

1) Key Features could include:

  • Communication
  • Resource sharing
  • Holistic needs of service users being met.

2) Importance of partnership working could include:

  • Holistic needs being met
  • Additional resources or support that you cannot provide
  • Knowledge and experience
  • Sharing information.

3) Using your answers for 1 and 2 reflect on:

How your provision delivers the best outcomes for service users.

4) Barriers could include:

  • Communication
  • Funding
  • Different agendas
  • Lack of understanding
  • Clash of personalities.

5) You should reflect on your own role.

6) Using reflection and your previous answers reflect on:

  • The importance of working with others
  • The benefits that it brings
  • The issues that it brings
  • How good you are at it.

Others should include:

  • Service users
  • Families
  • Other professionals
  • Team members.

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. Explain the key features of effective partnership working.

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

10

1.1, 1.2, 1.3, 1.4, 2.1,2.3, 3.1, 3.4, 4.1, 4.4

 

All About Unit 10: Work in Partnership in Health and Social Care

Introduction to the Unit

Unit 10, Work in Partnership in Health and Social Care, focuses on developing a deep understanding of how partnership working supports effective care delivery. This unit highlights the need for collaboration among professionals, organisations, individuals, and their carers to improve outcomes, promote wellbeing, and ensure person-centred care. The unit also guides learners in identifying both the benefits and challenges of working in partnership and helps build the knowledge and skills needed to contribute positively in partnership-based settings.

Understanding the Concept of Partnership in Health and Social Care

In health and social care, working in partnership means that two or more individuals, teams, or organisations collaborate and share responsibility for providing care and support services. The aim is to ensure that the person receiving care experiences a joined-up and seamless service. This could include partnerships between hospitals and community care services, local authorities and voluntary organisations, or care workers and families. Explain the key features of effective partnership working

This concept is central to modern care delivery. For example, in a care home, the care worker does not work alone—they often need to liaise with nurses, GPs, occupational therapists, mental health professionals, and family members. Each of these parties brings different knowledge and skills, and by working in partnership, they can provide more comprehensive and responsive care.

Core Values and Principles That Support Partnership Working

Unit 10 stresses that effective partnership working is grounded in core values such as trust, mutual respect, shared goals, communication, and transparency. These values help to build strong working relationships that are focused on the best interests of the service user.

Key principles include:

  • Equality and inclusion: Everyone involved in the partnership—professionals, the individual receiving care, and their carers—should be treated with fairness and respect.

  • Empowerment: Individuals should be involved in making decisions about their own care wherever possible.

  • Accountability: Each partner must understand their roles and responsibilities, and be prepared to take ownership of their part in the support plan.

The Benefits of Partnership Working in Health and Social Care

When partnership working is successful, it leads to positive outcomes for service users, staff, and organisations. Some clear benefits include:

  1. Improved Quality of Care: By combining the expertise of different professionals, care becomes more holistic and tailored to individual needs. For example, an older adult with mobility issues and mental health needs will receive better care if physical and psychological support teams coordinate their efforts.

  2. Consistency in Service Delivery: Good partnership working reduces duplication, miscommunication, and delays. It helps avoid service users having to repeat their story to different professionals, which can be frustrating and emotionally tiring.

  3. Better Use of Resources: Organisations that work together often share information, training, and facilities, which helps reduce costs and avoid unnecessary procedures.

  4. Support for Carers: Family members or informal carers often feel more confident and supported when they are included in the care planning process and respected as equal partners.

Challenges and Barriers to Effective Partnership Working

Despite the many benefits, Unit 10 also explores the difficulties and conflicts that can arise. Common barriers include:

  • Poor communication: If professionals fail to share information in a timely and accurate way, the care process can break down. Misunderstandings may occur, or important details may be missed.

  • Conflicting organisational cultures: Different agencies may have their own values, language, and ways of working. For example, a charity supporting rough sleepers may approach care planning very differently to a statutory mental health team.

  • Power imbalances: Some professionals or agencies may dominate discussions or decisions, leaving others feeling sidelined. This can reduce the involvement of service users and carers.

  • Lack of clarity in roles: If team members are not sure who is responsible for what, tasks may be repeated or missed altogether.

Strategies to Promote Effective Partnership Working

This unit encourages learners to consider ways to promote and support positive partnership working, such as:

  • Clear communication systems: Using tools like shared digital records, joint assessments, and regular team meetings can ensure that everyone is kept up to date and aligned.

  • Training and development: Health and social care staff must receive training on how to work effectively in multi-agency and inter-professional environments.

  • Person-centred planning: Putting the individual at the centre of the partnership and involving them in decision-making fosters trust and engagement.

  • Conflict resolution techniques: Learning to address disagreements constructively—through mediation, supervision, or reflective practice, can strengthen partnerships in the long term.

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