Evaluate the range of factors that may influence an individual’s health and wellbeing Level 5 in Leadership and Management in Adult Care Unit 17: Health and Wellbeing in Adult Care Unit 18: Equality, Diversity, Inclusion and Human Rights Unit
Evaluate the range of factors that may influence an individual’s health and wellbeing
Level 5 in Leadership and Management in Adult Care Unit 17: Health and Wellbeing in Adult Care Unit 18: Equality, Diversity, Inclusion and Human Rights Unit 16: Leading Person-centred Practice This combined Level 5 brief assesses three different areas of adult-care leadership. Unit 17 focuses on monitoring wellbeing, staff development and delegated healthcare tasks; Unit 18 examines equality, human rights, organisational culture and discriminatory practice; and Unit 16 requires evaluation of person-centred leadership, community relationships and positive risk-taking. The difficulty is not simply covering every question, but using workplace evidence differently when the criterion asks the learner to describe, analyse, explain or evaluate.
Website and resource How is wellbeing understood under the Care Act?
https://www.scie.org.uk/care-act-2014/assessment-and-eligibility/eligibility/wellbeing
Promoting wellbeing
https://www.scie.org.uk/prevention/independence/promoting-wellbeing-video
Equality and Diversity, Skills for Care
https://www.skillsforcare.org.uk/Developing-your-workforce/Care-topics/Equality-and-Diversity
Person Centred Practice, Health Education England
Person Centred Practice | Health Education England (hee.nhs.uk)
Person Centred Care
https://www.scie.org.uk/prevention/choice/person-centred-care
Referencing The Harvard referencing system offers a standardised method for acknowledging sources and enhancing the credibility of your work. https://www.grammarly.com/blog/harvard-style/
When you are citing information, you need to do the following:
Book- include the author`s surname and initials, year of publication, title of the book (in italics), edition (if applicable), place of publication, and the name of the publisher.
Journal articles- provide the author`s surname and initials, year of publication, article title (in single quotation marks), journal title (in italics), volume number, and page range.
Online source- include the web address and the date you accessed the information.
In-text citations - should include the author`s surname, publication year, and page number if quoting directly.
Consistency is key, so be diligent in following the Harvard referencing style throughout your academic journey, ensuring that your references are accurate and complete. Remember, proper referencing not only strengthens the validity of your work but also demonstrates academic integrity and respect for the intellectual contributions of others.
Plagiarism and use of Artificial Intelligence (AI) It is imperative to understand and adhere to the principles of academic integrity, particularly in avoiding plagiarism. Plagiarism involves presenting someone else`s work, ideas, or words as your own without proper acknowledgment.
This also include the use of information generated from Artificial Intelligence, whilst you may use this for further research, you still need to ensure this is cited correctly and that the information provided is accurate and valid.
When you copy and paste content from AI tools, websites, or other sources without proper citation, its considered unethical. Therefore, its imperative to always cite your sources accurately. When you copy text without comprehending its context, you miss out on the opportunity to gain a deeper understanding of the subject matter.
As you are completing a work based qualification, we strongly recommend that you recognise all opportunities to support your answers with examples of workplace practice.
We will also use tools to check for plagiarism and AI use and your submission will be returned, should this be detected.
Helpful hints and tips Section one Culture: May include but not limited to, involving an individual in identifying their medical/social history, preferences, wishes, social, religious, spiritual needs to support and enhance their level of independence. This will include them in the design of their care requirements, meeting individual needs.
Factors: Factors affecting health and wellbeing will be different for different people. Factors can include environmental, physical, social and psychological.
Training: The importance of training to support the development of the team, enabling them to monitor the individual’s health and wellbeing from induction, through mentoring, supervision, appraisals and talent management.
Care Act 2014 concept of wellbeing is a comprehensive one and relates to the following areas in particular: Personal dignity, protection from abuse and neglect, physical and mental health and wellbeing, control by the individual over everyday life-care and support provision, participation in work, training or recreation.
Section two Legislation and codes of practice Codes of practice of sector
Policies of workplace setting
Human Rights Act 1998
European Convention on Human Rights
Race Relations (Amendments) Act 2000
Equality Act 2010
Care Act 2014
Discrimination Act 2018
Closed cultures: A closed culture is a poor culture in a health or care service that increases the risk of harm. This includes abuse and human rights breaches.
Section three Person-centred practice: An approach that sees the individual accessing social care services as an equal partner in their care and support, who is at the centre of all decisions relevant to them.
Inclusive approaches in outcomes-based practice: Policies and training; evaluation and review of policies, role modelling, effective feedback, complaints procedure, accessible processes, service user feedback
Co-production: An equal relationship between individuals accessing a service and the people responsible for the service. They work together to decide the best way to design and deliver services and implement those decisions together.
Key aims of positive risk-taking: Empowering people, working in partnership with adults and/or carers, developing trusting working relationships.
Effectiveness of policies and procedures: Policy development and review, evidence-based practice, sensible risk assessment aimed at enablement, proportionate approaches: ‘defensible’ decisions based on clear reasoning, regular mandatory training programme.
KNOWLEDGE TASKS Please take note of the following command verbs that you will come across in the knowledge activities below and what they mean in terms of the level of detail your answer requires:
Describe – In order to describe something, you must give a detailed account of it. This must be written in full sentences and paragraphs.
Explain: You need to ensure that your answer is clear, revealing relevant facts. This must be written in full sentences and paragraphs.
Identify – Your answer should establish who or what something is. This can be in a list format.
Summarise - Write down briefly the main points or essential features.
Evaluate- You are required to look back on the effectiveness of something. When answering evaluate questions, you need to: make a judgement. Support this judgement with evidence that shows why you said it was effective or ineffective.
Analyse- You are required to break down each topic into fundamental parts and critically examine each, providing in depth discussions.
Section One Evaluate the range of factors that may influence an individual’s health and wellbeing Analyse own role, and role of others, in monitoring, assessing and promoting individuals’ wellbeing Describe own role in providing sufficient training, support and supervision to enable others to monitor the individual’s health and wellbeing Analyse how to ensure lines of accountability and responsibility are understood for delegated healthcare tasks Section Two Summarise the legislation underpinning equality, diversity, inclusion and human rights Analyse the societal and historical influences underpinning equality, diversity, inclusion and human rights Analyse the impact of legal, societal and historical influencers on own role in promoting a culture that values equality, diversity, inclusion and human rights Evaluate the impact of discriminatory or closed cultures on individuals and others Analyse how own and others’ values, beliefs and experience can impact practices and behaviours relating to equality, diversity, inclusion, and human rights Evaluate own and others’ ability to positively respond to people’s differences to achieve better outcomes Evaluate how the service promotes, values and celebrates equality, diversity, inclusion, and human rights Section Three Evaluate the features, principles, drivers and values of: • strength-based approaches • person-centred practice • active participation • outcomes-based practice Analyse the relationship between strength-based approaches and person-centred practice on outcomes-based practices, and the individuals’ health and wellbeing, independence, choice and control Analyse the role of partnerships, collaboration and coproduction with individuals and others in enabling individuals to achieve their desired outcomes Evaluate own service’s role in enabling individuals to build and maintain relationships and connections to their community Explain how integrated service provision that crosses traditional boundaries achieves better outcomes for individuals Evaluate the importance of proactive approaches in supporting individuals to build and maintain relationships Analyse how open, proactive cultures that support individuals’ rights to have the relationships they choose can reduce or minimise risks Explain the range and types of support an individual may need to maintain and build relationships, and when external services may be required Analyse how positive risk-taking can contribute to the achievement of positive outcomes for individuals Evaluate the impact of a risk-averse culture on person-centred practice and the wellbeing of individuals Evaluate the considerations which need to be applied in the management of positive risk-taking Analyse how supporting others to balance risks and rights promotes person-centred practices Evaluate own and others practice in leading a balanced approach to risk-taking Criteria covered
Unit 17
2.1, 2.2, 2.3, 2.4
Unit 18
1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2
Unit 16
1.1, 1.2, 2.1, 2.2, 2.3, 4.1, 4.2, 4.3, 6.1, 6.2, 6.3, 6.4, 7.3
