Effective communication specification
- 1. UNIT 3: EFFECTIVE COMMUNICATION IN HEALTH AND SOCIAL CARE BF034943 – Specification – Edexcel BTEC Level 1/Level 2 First Certificate and Extended Certificate in Health and Social Care – Issue 2 – February 2013 © Pearson Education Limited 2013 61 Unit 3: Effective Communication in Health and Social Care Level: 1 and 2 Unit type: Optional specialist Guided learning hours: 30 Assessment type: Internal Unit introduction Are you aiming for a career in health or social care? If so, how good are your communication skills? Communication skills are vital for those who choose to work in health and social care. Clear communication is important to enable service users to understand and agree to the care they are receiving. Good communication between care professionals allows them to perform their roles effectively, work cooperatively with colleagues and build supportive relationships with service users. If you have ever used health or social care services, you will have noticed the number of times staff communicate with each other and with service users. This unit will allow you to investigate the different forms of communication and how they are used effectively in health and social care. You will look at the importance of using clear speech, body language that shows that you want to help people, and active listening skills that show you are interested in what people are saying. This unit will also provide information about alternative forms of communication such as Braille, British Sign Language and Makaton. In this unit, you will also investigate the difficulties some people experience in accessing health and social care, owing to barriers of communication. You will learn how these can be overcome, so that people can access health and social care services. This unit will help you to explore the communication skills needed to interact with individuals who use health and social care services. You will put these skills into practice in real-life or simulated situations, in both one-to-one and group interactions. This will ensure that you develop a range of communication skills and are able to adapt them for a range of different service users and groups. Learning aims In this unit you will: A investigate different forms of communication B investigate barriers to communication in health and social care C communicate effectively in health and social care.
- 2. UNIT 3: EFFECTIVE COMMUNICATION IN HEALTH AND SOCIAL CARE BF034943 – Specification – Edexcel BTEC Level 1/Level 2 First Certificate and Extended Certificate in Health and Social Care – Issue 2 – February 2013 © Pearson Education Limited 2013 62 Learning aims and unit content What needs to be learnt Learning aim A: Investigate different forms of communication Learners must be able to show how different methods of communication can be applied to service users with different communication needs in health and social care contexts. They must know how communication methods and skills can improve communication with service users. Topic A.1: Effective communication Verbal communication: ● clear speech – pronouncing words correctly, sounding the ends of words ● selection of appropriate language, e.g. use of formal and informal language, use or avoidance of slang and regional words as appropriate, avoidance of jargon, including unnecessary use of technical terms and acronyms ● age-appropriate language ● pace, tone and pitch ● non-discriminatory use of language ● active listening skills. Non-verbal communication: ● posture – positive, non defensive, e.g. not folding arms ● facial expressions, matching the conversation, not smiling inappropriately ● eye contact (positive use of eye contact) ● appropriate use of touch and personal space – responding to the individual ● gestures – understanding of cultural norms with regard to gestures, what is acceptable and unacceptable, not causing offence ● non-threatening use of body language ● personal space, e.g. cultural variations, individuals with mental illness, individual preferences. Topic A.2: Alternative forms of communication Use of forms of communication for differing needs, including: visually impaired, hearing impaired and learning disabilities e.g. Braille and Braille software, British Sign Language, finger spelling, text messaging, interpreters for speech, translators for written word/documents, objects of reference, communication passports, bliss symbols, Makaton, technological aids, use of pictures to aid communication, use of advocates.
- 3. UNIT 3: EFFECTIVE COMMUNICATION IN HEALTH AND SOCIAL CARE BF034943 – Specification – Edexcel BTEC Level 1/Level 2 First Certificate and Extended Certificate in Health and Social Care – Issue 2 – February 2013 © Pearson Education Limited 2013 63 What needs to be learnt Learning aim B: Investigate barriers to communication in health and social care Topic B.1: Barriers to communication and how to overcome them Barriers and their effects: ● environmental barriers, e.g. lighting, seating, external noise, lack of space ● physical barriers, e.g. sensory deprivation, physical and mental illness ● language barriers, e.g. English as an additional language, speech difficulties, slang, acronyms, colloquialisms, jargon ● social isolation, e.g. lack of confidence; following intimidation, abuse or trauma ● effects of barriers on individuals, e.g. reduced access to health and social care services, poor quality of delivery of health and social care, distress, increased social issues, increased ill health. Overcoming barriers by use of: ● preferred method of communication ● preferred language ● adaptations to the physical environment – changes to seating, lighting, soundproofing of rooms/windows ● effective non-verbal communication – positive posture, facial expressions, appropriate gestures. Benefits to individuals when barriers are removed, for example: ● increased access to health and social care ● improved quality of health and social care delivery ● reduction of emotional distress ● increased involvement in interactions ● raised levels of self-esteem ● reduced frustration. Learning aim C: Communicate effectively in health and social care Learners must be able to select and demonstrate appropriate communication skills in health and social care settings. Topic C.1: Communicating with groups and individuals by the use of: ● active listening ● body language ● facial expression ● eye contact ● use of appropriate language ● tone of voice ● pace of speech ● proximity ● clarifying, repeating. Effectiveness of communication: reflecting on skills used, appropriateness of communication methods for different service users, recommendations for improvement.
- 4. UNIT 3: EFFECTIVE COMMUNICATION IN HEALTH AND SOCIAL CARE BF034943 – Specification – Edexcel BTEC Level 1/Level 2 First Certificate and Extended Certificate in Health and Social Care – Issue 2 – February 2013 © Pearson Education Limited 2013 64 Assessment criteria Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction Learning aim A: Investigate different forms of communication 1A.1 Identify different forms of verbal and non-verbal communication. 2A.P1 Describe different forms of verbal and non-verbal communication. 2A.M1 Explain the advantages and disadvantages of different forms of communication used, with reference to a one- to-one and a group interaction. 2A.D1 Assess the effectiveness of different forms of communication for service users with different needs. 1A.2 Identify different forms of alternative communication for different needs, using examples from health and social care. 2A.P2 Describe different forms of alternative communication for different needs, using examples from health and social care.
- 5. UNIT 3: EFFECTIVE COMMUNICATION IN HEALTH AND SOCIAL CARE BF034943 – Specification – Edexcel BTEC Level 1/Level 2 First Certificate and Extended Certificate in Health and Social Care – Issue 2 – February 2013 © Pearson Education Limited 2013 65 Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction Learning aim B: Investigate barriers to communication in health and social care 1B.3 Outline the barriers to communication in health and social care. 2B.P3 Describe the barriers to communication in health and social care and their effects on service users. 2B.M2 Explain how measures have been implemented to overcome barriers to communication, with reference to a selected case. 2B.D2 Evaluate the effectiveness of measures taken to remove barriers to communication, with reference to a selected case. 1B.4 Identify ways in which barriers to communication may be overcome for individuals with sensory loss. 2B.P4 Using examples, explain ways in which barriers to communication may be overcome and the benefits to service users of overcoming these barriers. Learning aim C: Communicate effectively in health and social care 1C.5 Demonstrate communication skills through one interaction in health and social care, identifying the forms of communication used. # 2C.P5 Demonstrate communication skills through interactions in health and social care, describing their effects. # 2C.M3 Select and demonstrate communication skills through interactions in health and social care, explaining their effectiveness. # 2C.D3 Select and demonstrate communication skills through one-to-one and group interactions in health and social care, evaluating their effectiveness and making recommendations for improvement. # *Opportunity to assess mathematical skills #Opportunity to assess English skills
- 6. UNIT 3: EFFECTIVE COMMUNICATION IN HEALTH AND SOCIAL CARE BF034943 – Specification – Edexcel BTEC Level 1/Level 2 First Certificate and Extended Certificate in Health and Social Care – Issue 2 – February 2013 © Pearson Education Limited 2013 66 Teacher guidance Resources There are no special resources needed for this unit. Assessment guidance The unit is internally assessed by the centre and externally verified by Edexcel. Please read this guidance in conjunction with Section 8 Internal assessment. When learners undertake assessments, they need to be aware that assessment criteria are hierarchical. For example, within a learning aim, the Level 2 Merit and Distinction criteria directly build on and encompass the expected learning of the Level 2 Pass criteria. Where there are examples of comparison, review, analysis, discussion or in-depth evaluation of selected examples, these must build on the breadth of understanding required through the definition of topics in the content section. This unit can be achieved either through one holistic assignment designed to assess all assessment criteria within a level, or by several, smaller assignments. For example, the assignment can be set within a specific health and social care setting and explore the use of communication skills within that setting. Alternatively, assignments could be set within different health and social care settings, to provide learners with the opportunity to communicate with different types of service user. For learning aim A and learning aim B, the assessment could be based on case studies that could be designed to cover the requirements of the assessment criteria. This would enable learners to recognise the practical application of the skills included in the unit. Suitable case studies may be found in professional health and care magazines, television programmes, or other forms of media. Assignments do not have to be presented in written format. Learners could, for example, give a verbal presentation. Evidence presented verbally should be recorded. Detailed observation records/witness testimonies should be completed and retained for internal and external verification. It is recommended that a variety of assessment methods are employed when assessing this unit to allow learners to develop and utilise a range of communication skills. Learning aims A and B For 2A.P1, learners are expected to describe the forms of verbal and non-verbal communication skills, such as the use of non-discriminatory language and body language, which are used in health and social care. At 2A.P2, learners must describe the alternative forms of communication that can be used for those who are visually- impaired, hearing-impaired, or those with learning disabilities. Learners could use examples of the different forms of communication they have used in a particular health and social care setting, or of forms of communication used across different settings. To achieve 2A.M1, learners must explain the advantages and disadvantages of different forms of communication used (e.g. non-verbal, verbal, alternative) referring to a one-to-one and group interaction in health and social care. The interactions could be between an employee and service user(s), or between staff members in health and social care. For 2A.D1, learners are required to consider at least five different forms of communication, and at least one of these must be an alternative form of communication. They are required to assess the effectiveness of different forms of communication for service users with different needs when communicating
- 7. UNIT 3: EFFECTIVE COMMUNICATION IN HEALTH AND SOCIAL CARE BF034943 – Specification – Edexcel BTEC Level 1/Level 2 First Certificate and Extended Certificate in Health and Social Care – Issue 2 – February 2013 © Pearson Education Limited 2013 67 in health and social care settings. Communication could be between service users, health and social care professionals or between a service user and a health and social care professional. For 1A.1 and 1A.2, learners are required to identify different forms of verbal, non-verbal and alternative communication used in health and social care. This could be in the form of a poster or leaflet. For 2B.P3, learners must describe four types of barriers to communication in health and social care (listed in the unit content) and the effects of these barriers on service users. Reference to case studies or actual cases in the media would be beneficial here. To achieve 2B.P4, learners are required to use examples to explain how each type of barrier can be overcome and explain the benefits to service users of overcoming these barriers. To achieve 2B.M2, learners should develop their response to explain how measures have been implemented in a health and social care setting to overcome barriers. Learners could build on evidence already presented or refer to a local case study, or to measures that have been implemented at a national level. To achieve 2B.D2, learners should then evaluate how successful the measures were in removing barriers. For 1B.3, learners need to outline at least three different barriers to communication in health and social care and then identify ways of overcoming these barriers for individuals who have experienced visual and hearing loss (1B.4). Learning aim C For learning aim C, learners need to understand what is involved in effective communication and be able to reflect on their interactions. Learners should be given opportunities, and time, to develop and practise communication and interpersonal skills in preparation for their assessed interactions. Recording interactions (to enable the reviewing process), and receiving feedback from peers and their teacher, will support them to improve their skills in preparation for assessment. For work-based interactions, learners should first discuss and agree these with their teacher and supervisor. Simulated role-plays set in health and social care settings are also acceptable. Suggested examples include the following: ● learners are provided with a case study and, taking the role of care workers, discuss and plan the care for an individual ● selecting learners to play the ‘role’ of a disinterested care worker, giving them an insight into being on the receiving end of poor practice. It also helps them to see how self-esteem is inextricably linked with good communication practices ● learners are given a budget and asked to plan how they would spend the money in order to refurbish a care home, hospital day room or day centre for older people ● learners could take on the role of service users discussing the care they are receiving and how it is meeting their needs, or not. It is recommended that teachers video the session if equipment is available. Alternatively, groups could be observed by peers who could provide feedback on the communication and interpersonal interaction skills used. Learners could produce a checklist for the observations as part of a class activity. Learners could produce notes in addition to the checklist, which could support them when producing their evidence for 2C.P5.
- 8. UNIT 3: EFFECTIVE COMMUNICATION IN HEALTH AND SOCIAL CARE BF034943 – Specification – Edexcel BTEC Level 1/Level 2 First Certificate and Extended Certificate in Health and Social Care – Issue 2 – February 2013 © Pearson Education Limited 2013 68 For 2C.M3, learners are required to select and apply communication skills in at least two different situations in health and social care. These could be one-to-one or group, formal or informal, with colleagues or service users. Learners are expected to explain the effectiveness of the skills they demonstrated. For 2C.D3 learners need to evaluate the effectiveness of their demonstrated communication skills in both one-to- one and group interactions within health and social care. As part of their evaluation, learners need to make recommendations for improving their use of communication skills. To achieve 1C.5, learners are required to demonstrate communication skills either in a one-to-one or a group context within a health and social care setting, identifying the forms of communication they used. It is essential that vocational scenarios included in assessment are written at a level that learners can identify with, for example volunteers or care assistants rather than heads of department.
- 9. UNIT 3: EFFECTIVE COMMUNICATION IN HEALTH AND SOCIAL CARE BF034943 – Specification – Edexcel BTEC Level 1/Level 2 First Certificate and Extended Certificate in Health and Social Care – Issue 2 – February 2013 © Pearson Education Limited 2013 69 Suggested assignment outlines The table below shows a programme of suggested assignment outlines that cover the assessment criteria. This is guidance and it is recommended that centres either write their own assignments or adapt any assignments we provide to meet local needs and resources. Criteria covered Assignment Scenario Assessment evidence 1A.1, 1A.2, 2A.P1, 2A.P2, 2A.M1, 2A.D1, 1B.3, 1B.4, 2B.P3, 2B.P4, 2B.M2, 2B.D2 How to Communicate in Health and Social Care The manager in the nursing home where you work as a care assistant has received a complaint from one of the service users about the way staff communicate with her on a day-to- day basis. She feels her hearing difficulty is not considered and she does not always know what is about to happen to her when her carers come into her room. The manager has called a meeting to discuss how staff should be communicating in the setting and has asked you to design some materials about communicating in health and social care for current staff and anyone joining the team in future. Within the materials, you must include the following: ● a description of the different forms of verbal, non-verbal and alternative communication, using examples set within the nursing home ● an explanation of advantages and disadvantages of different forms of communication used, referring to one-to-one and group interactions ● an assessment of the effectiveness of different forms of communication for service users with different needs in the nursing home, such as those with hearing impairment. Information pack consisting of leaflets, posters, articles, presentation slides.
- 10. UNIT 3: EFFECTIVE COMMUNICATION IN HEALTH AND SOCIAL CARE BF034943 – Specification – Edexcel BTEC Level 1/Level 2 First Certificate and Extended Certificate in Health and Social Care – Issue 2 – February 2013 © Pearson Education Limited 2013 70 Criteria covered Assignment Scenario Assessment evidence Within the nursing home, there are many barriers to effective communication, for example, service users who have sensory deprivation, English as a second language and dementia. Your manager has asked you to include the following in your information pack: ● a description of the barriers to communication in the nursing home and the effects on service users ● an explanation of how these barriers can be overcome and the benefits of doing so for the nursing home residents ● a detailed explanation of how measures have been implemented to overcome barriers within the nursing home and an evaluation of the effectiveness of this.
- 11. UNIT 3: EFFECTIVE COMMUNICATION IN HEALTH AND SOCIAL CARE BF034943 – Specification – Edexcel BTEC Level 1/Level 2 First Certificate and Extended Certificate in Health and Social Care – Issue 2 – February 2013 © Pearson Education Limited 2013 71 Criteria covered Assignment Scenario Assessment evidence 1C.5, 2C.P5, 2C.M3, 2C.D3 Communicating Effectively in Health and Social Care As a care worker, you need to communicate effectively with other staff in the nursing home and service users in formal and informal situations. Mrs Johnson is a delightful lady whom you are very fond of. She has been in your care for three years and is always grateful for the care you provide. Mrs Johnson’s only living relative is a daughter who lives over 200 miles away so visits are few. Mrs Johnson has recently been diagnosed with renal disease and needs to go into hospital for tests. She is afraid of hospitals and you know she will be very distressed. As you have a good relationship with Mrs Johnson, your manager has asked you to deliver this news to her, then to her daughter, and report back the outcomes of the conversation. You will need to: ● select and demonstrate communication skills in your conversations with Mrs Johnson in person, and her daughter over the telephone, informing them both of what is going to happen and why ● speak with your manager to let her know the outcomes of the conversation, describing the effects, evaluating the effectiveness of your communication skills and making recommendations about how you could have improved the way you interacted with them. Signed observation records. Practical demonstration of communication skills within health and social care. Evidence could include signed witness testimonies, digital recordings, annotated photographs.