Hsc21

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|L.O |Ass | Performance evidence |
| |criteria | |
| | |Date : 29/5/2012 Location : |
| |1.1 |Identify different reasons why people communicate. |
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| | |Making relationship. |
| | |Trust building. |
| | |Gather and share information. |
| | |Expressing thoughts and ideas. |
| | |Giving and receiving support |
| | |Expressing feelings, wishes, needs and preferences. |
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| | |Making relationship. |
| | |Develop positive verbal and non-verbal communication skills, such as being courteous to help make a good impression and |
| | |to build rapport with service user. |
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| | |Trust building. |
| | |Maintain a friendly approach with service user, colleagues and relatives. By being interested of how they feel and are |
| | |doing. This enable them to feel comfortable, secure and trust us with their care. |
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| | |Gather and share information. |
| | |We need to obtain information on and about the service user to make sure the right care and support is being given, and |
| | |to pass on information to colleagues and other care professionals if there are any changes in care provided. |
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| | |Expressing thoughts and ideas. |
| | |Share thoughts about care issues and aspects of practice with other colleagues. Encourage service user to communicate |
| | |with us and let us know how they feel about care provided to them and prompt them to express their thoughts. |
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| | |Giving and receiving support. |
| | |This applies for both service users and carers. Service user is being given support in a way to build up their |
| | |self-confidence and seek reassurance. We carers get support from the team leader and manager in the form of one to one |
| | |supervision, staff meeting and appraisals to reassure us about our work performances. |
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| | |Expressing feelings, wishes, needs and preferences. |
| | |To enable service user to communicate to us and raise any issues that they may have, express their feeling and talk |
| | |about how they wish to be treated and what are their likes and dislikes. |
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| | |Explain how effective communication affects all aspects of own work. |
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| | |This is divided in two parts: |
| | |Communication with service users and relatives. |
| | |Communication with colleagues and other care professionals. |
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| |1.2 |Communication with service users and relatives. |
| | |When communicating with service user and relative always use a consistent, professional and respectful approach, this |
| | |will enable service user and relative to trust and respect you. They need to be confident that you value them as a |
| | |person and are able to communicate with them about any needs, wishes and preferences relating to their or their |
| | |relatives care. |
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| | |Establish a good rapport with each individual. |
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| | |Speak directly and positively. |
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| | |Respect confidentiality by communicating personal and sensitive information in an appropriate private area. |
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| | |Always show respect to service users and relatives by using Mr, Miss or Mrs unless they prefer to use their first name. |
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| | |Adapt communication skills to meet needs of service users for those who have hearing or visual impairment and those |
| | |whose first language is not English. |
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| | |Communication with colleagues and other care professionals. |
| | |This is based on establishing a friendly but yet professional working relationship where we can give and receive |
| | |information and support. Communication with colleagues should be around the share goal of promoting health and wellbeing|
| | |of service users you care and support for. |
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| | |Talk to colleagues directly and concisely. Give them time to absorb what you are saying and use positive body language. |
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| | |Always listen to others point of view and always be polite and constructive when you disagree. |
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| | |Clarify any points and questions when you are not sure what you have been told or asked to do. |
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| | |Explain why it is important to observe an individual??™s reactions when communicating with them. |
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| | |By observing an individual reaction you can ascertain: |
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| | |Whether they understood the message you were trying to pass on. |
| | |If they are happy, satisfied, comfortable, worried, sad, agitated etc. |
| | |Whether the right method of communication has been used. |
| | |As you get to know the service user you will be able to identify what their normal behaviour and reactions are. This |
| | |will allow you to monitor for any changes in behaviour and find out the source of the problem and sort it accordingly. |
| | |With people that are not well enough to speak or are not confident enough, non-verbal feedback is very important. |
| | |Non-verbal communication includes: eye contact, facial expressions, body language, touch??¦ |
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| | |Find out an individual??™s communication and language needs, wishes and preferences. |
| |1.3 | |
| | |To find out about an individual communication and language need we need to gather information from the relatives and |
| | |refer to the service user care plan where information will be provided by other care professionals |
| | |This will give us information on speech and language issues, learning difficulties, any disabilities or physical |
| | |condition that may affect their ability communicate. |
| | |This will enable us to use the right method of communication. |
| | |By finding the right method of communication, this will allow us to understand the wishes and preferences of the service|
| | |user, as well as identifying if there is a problem and support them making choices about how care and support is being |
| | |provided to them. This will make them feel respected, valued and in control of what happen to them. |
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| | |Identify barriers to effective communication |
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| | |Barriers to communication are things that interfere with a person ability to send, receive or understand a message. |
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| | |Environmental Factor- this includes noise impairs, listening and concentration, poor lighting, environment that are too |
| | |hot or cold and cause discomfort. Lack of privacy that discourages service users from expressing their feeling and |
| | |wishes. |
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| |2.1 |Developmental stage ??“ a person??™s developmental stage could limit their ability to communicate and may be a barrier to |
| | |effective communication if you don??™t take this into account when choosing your words or way of talking to them. Don??™t |
| | |use long sentences, complex words or unusual phrases. |
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| | |Sensory deprivation and disability ??“ visual impairment may reduce a person??™s ability to see faces or read written signs |
| | |and leaflets. Hearing impairment may limit conversation. Conditions such as cerebral palsy, stroke, cleft palate, Down??™s|
| | |syndrome and autism tend to limit a person??™s ability to communicate verbally and non-verbally; difficulties interpreting|
| | |non-verbal communication are typical of autism. |
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| | |Language and cultural differences ??“ the UK is a multicultural country with a mix of different ethnic groups and language|
| | |communities. English may be a second or even third language for some service users, and may not be spoken or understood |
| | |at all by others. Communication in written and spoken English may not be easy or even possible for people in this |
| | |situation. Similarly, people from different cultural groups may interpret non-verbal behaviour in different ways, |
| | |misunderstanding messages. |
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| |3.1 |Distress, emotional difficulties and health problems ??“ some conditions, depression and stroke for example, may affect an|
| | |individual??™s ability to send and receive messages effectively. Illness and injuries can also cause people to withdraw |
| | |from communication situations. Similarly, when a person is angry, aggressive or upset they may find it difficult to |
| | |communicate; their own communication may be misunderstood by others. |
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| | |Identify sources of information and support or services to enable more effective communication. |
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| | |There will be lots of different types of support and services that can help you and the individuals you support to |
| | |improve your communication skills. Some of these services are: |
| | |Your supervisor, line manager or mentor |
| | |Senior and experienced colleagues |
| | |A service user??™s relatives |
| | |Specialist practitioners, such as speech and language therapists, psychologists or special needs teachers |
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| | |Interpreting services and organisations which work with recent immigrants and asylum-seeking families where use of |
| | |English is a barrier to effective communication |
| | |Specialist organisations which provide support for people who have sensory impairments, disabilities and language |
| | |problems. |
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| | |Explain the term ???confidentiality??™ |
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| | |Confidentiality is about protecting an individual??™s right to privacy. You may obtain private, personal information from |
| | |service users, their relatives or from other practitioners as part of your work role. |
| | |As a carer we have a duty to: |
| | |Keep personal information about service users private |
| | |Only share information about service users with those who have a right to know or when a person has given their |
| | |permission to disclose information about them. |
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| | |Describe situations where information normally considered to be confidential might need to be passed on. |
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| | |There may also be times when you have to reveal what you have been told, or have seen, to a more senior person at work |
| | |or to an external organisation. A service user??™s, family member??™s or colleague??™s request that you maintain |
| | |confidentiality can be overridden if: |
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| | |What they say suggests that the service user may be at risk of harm. |
| |3.4 |They reveal information that can be used to protect another person from harm. |
| | |A court or a statutory organisation, such as a Mental Health Act tribunal, asks for specific information about a person.|
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| | |Explain how and when to seek advice about confidentiality. |
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| | |We can seek advice about confidentiality by referring to the workplace policies and procedures on confidentiality or |
| | |speak to the team leader or directly to the home manager. |
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| | |If one of the service user told you something in confidence and you are concern that this may affect their safeguarding |
| | |and welfare, you should report it to your supervisor immediately. |
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| |4.1 | |
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| |4.3 | |
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| |4.4 | |

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Evidence Ref:

Unit Numbers:

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