Unit Title: 503 – Communication and information management in adult care
Learner to provide narrative under each statement of how they meet the criteria.
You must provide answers to each question that allow your assessor to properly assess your knowledge and what work duties you are doing or what role you have within your work. It expected that you will need approximately 300 words per question. The more detail you provide the less likely your account will be sent back for more clarification.
You must answer each question in your own words and written in the first person meaning “I do this”. A tip is always to keep in mind the “who, why, how, where and when” in each answer.
Learning Outcome 1: Understand models of communication
Tell me about….
1.1 Theoretical models of communication and their relevance to practise.
Guidance for 1.1
Learners explain theoretical models of communication and assess their application in their service provision for example:
• Linear models
• Transactional models
• Interactive models
• SURETY/SOLER models
• The role of Phatic communication
• Formal communication vs informal communication
• Self-awareness and perception awareness in communication
1.2 Work placed models and methods of communication and their importance
Guidance for 1.2
Learners analyse the effectiveness of communication models and methods within their practice and their impact on service delivery to include:
• Social media
1.3 Reasons for applying different systems of communication
Guidance for 1.3
Learners critically evaluate the use and application of different types of communications within their working environments for example with individuals who have:
• Language difficulties
• Complex needs
• Sensory loss
• Autistic spectrum needs
• Learning difficulties/differences
1.4 Ways in which communication underpins effective service operation
Guidance for 1.4
Learners explain how communication impacts on effective service operation in relation to:
• Sustainable relationships – internal and external
• Positive outcomes for individuals, families and carers
• Leadership and management of teams
1.5 The written word verses the spoken word
Learning outcome2: Develop communication systems and practises which support positive outcomes
Tell me about how you…..
2.1 Monitor and evaluate efficiency of internal and external communication systems and practises
Guidance for 2.1
Learners monitor communication systems and practices currently in use within their workplace, identifying potential issues and barriers, with relation to specific needs of people providing and using adult care services.
2.2 Recommend and implement improvements to communication systems and practises
Guidance for 2.2
Learners make recommendations and implement change in timely manner.
2.3 Create supportive environments to promote effective communication
Guidance for 2.3
Learners explain how different environments impact on the promotion of effective communication, including:
• Physical (noise, light , space, furniture, comfort, colour)
• Staff attitudes and stigma
• Approaches which support effective communication
• Assistive technology
2.4 Evaluate benchmarking techniques used for effective communication and reviewing purposes
Guidance for 2.4
Learners evaluate benchmarking techniques used in their own service area, which could include auditing records, action plans and CPD records to evaluate the effectiveness of their commutation systems and processes to include:
• Recommendations to and for new and existing staff
• Recommendations to and for those in receipt of care and support
• How their leadership and management practice impacts on effective communication(s)
Learning outcome 3: Implement systems for effective information management
Tell me about how you….
3.1 Implement effective information management systems meeting all legal and ethical requirements
Guidance for 3.1
Learners support others to understand and adhere to the legal and ethical requirements of information management systems in relation to own service.
3.2 Lead practice to address legal and ethical conflicts that arise between maintaining confidentiality and information sharing
Guidance for 3.2
Learners lead practice that considers both legal and ethical conflicts relating to their area of service: • Relatives expecting information without consent
• Capacity issues
• Consent issues
• Next of kin vs nearest relative
• Power of attorney – lasting vs enduring
3.3 Implement systems to monitor and review accuracy and reliability of information
Guidance for 3.3
Learners will evaluate a range of systems to ensure that information is captured, monitored and reviewed to meet legal and organisational requirements.
Learning outcome 4: Support others with effective communication strategies
Tell me about how you….
4.1 Establish effective monitoring systems for communication within services
Guidance for 4.1
Learners establish effective communication/information delivery systems with staff and others using adult care services with consideration of:
• Staff induction processes and procedures
• Staff Supervision across all staff teams irrespective of employment hours, formal and informal
• Mentoring/coaching opportunities for themselves and colleagues
• Training events – internal and external
• Individual and team goal setting in supporting positive outcomes
• Action planning e.g. care planning, recovery planning, support planning
• Risk assessment
• Review current policies in line with legislative and regulatory requirements
4.2 Evaluate monitoring systems for communication
Guidance for 4.2
Learners critically evaluate their existing communication/information delivery systems and make relevant recommendations for change.
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