Topc Area 4: Best Practice in health and social care settings

Examples of health care settings

• hospital

• GP surgery

• Nursing home

• Dentist

Examples of social care settings

• homeless shelter

• Day centre

• Food bank

• Retirement home (minimal support for independent living)

What is person-centred care about (person centred values)

focusing care on the specific needs of individuals

What does following person-centred values do (person-centred values)

• empowers the individual - gives them the confidence to make decisions and be in control of their life

The person centred values of care (person-centred values)

EPIC DRRIP

• Encouraging decision making

• Privacy

• Individuality

• Choice

• Dignity

• Rights

• Respect

• Independence

• Partnership

What is individuality and an example of how to promote it (person-centred values)

• treating each service user as an individual and encouraging them to be their own person

• E.g personalised care plans take into account how the individual wants their care or treatment to happen

What is choice and an example of how to promote it (person-centred values)

• enabling service users to make their own choices to give them more control

• E.g having a range of different activities at a day centre

explain why you need to support an individuals rights and an example of how to promote them (person-centred values)

• protected by the Equality act and Humans Right Act - everyone is entitled to rights

• E.g ensure patients give informed consent before they are given a treatment - know side effects (consultation)

What is independence and an example of how to promote it (person-centred values)

• enabling service users to do as much for themselves as they are able so they are in control

• E.g devices sent home to monitor their own blood pressure rather than having to stay in hospital

What is privacy and an example of how to promote it (person-centred values)

• showing respect for a service users personal space and personal information

• E.g knocking on a service users door before entering

What is dignity and an example of how to promote it (person-centred values)

• treating service users in a kind way so they feel listened to and respected

• E.g addressing people using their preferred name and title

What is respect and an example of how to promote it (person-centred values)

• treating service users well and valuing their rights, beliefs and opinions

• E.g respecting religious requirements and providing a prayer room

What is partnership and an example of how to promote it (person-centred values)

• Making sure the individual and agreed members of the family are involved in decisions or professionals working together to provide effective care

• E.g a GP sharing information on a need-to-know basis with a social worker

What is encouraging service users decision making and an example of how to promote it (person-centred values)

• providing service users with information and support to ensure they can make their own informed decisions

• E.g Presenting information in an easy read format to help individuals understand the information

Explain the 6Cs and why they were introduced (the 6Cs)

• values that the health and social care workers should hold to ensure service users are treated with dignity and respect

• introduced after cases of neglect and abuse in HSC sector

Name the 6Cs

• Care

• Compassion

• Competence

• Communication

• Courage

• Commitment

Explain care and give an example in HSC settings (the 6Cs)

• Doing all you can to maintain and improve a service users health and well-being

• E.g opticians giving advice on how to look after your eyes properly

Explain compassion and give an example in HSC settings (the 6Cs)

• being able to provide care with kindness, respect and empathy

• Develop a connection with the individual and understand from the view of the service user

• E.g doctors and nurses spending time talking to patients about their concerns

Explain competence and give an example in HSC settings (the 6Cs)

• the ability to do a particular job - gives service users confidence

• E.g GPs having a good knowledge in their field of work so they can accurately diagnose conditions

Explain communication and give an example in HSC settings (the 6Cs)

• Being able to listen carefully and speak in a way that individuals can understand

• Workers need to be able to adapt communication to the needs of different people

• E.g workers in care homes learning to read body language, behaviour and facial expressions like a dementia patient walking around might need the toilet

Explain courage and give two examples in HSC settings (the 6Cs)

• having the mental strength to do what is right and speak up about concerns

• E.g in care homes reporting colleagues who are mistreating individuals, delivering bad news about a diagnosis

Explain commitment and give an example in HSC settings (the 6Cs)

• being determined to provide the best care for people and carry out the responsibilities of their job to the required standard

• S.g hsc workers keeping up to date with any changes eg laws

Consequences if the 6Cs are not demonstrated (the 6Cs)

• Feeling like they are a burden if they do not feel cared for

• feel frustrated or anxious if they can’t ask questions - communication

• Not understand the care or treatment they are receiving - lack of knowledge and competence

What is safeguarding (safeguarding policies)

• strategies and procedures put in place to protect the wellbeing of vulnerable people

The main aims of the safeguarding policy (safeguarding policies)

• stop abuse and neglect where possible - needs to be recognised and taken seriously

• Prevent harm - can be caused by abuse, neglect, accidents and unsafe practices

• Reduce the risk of abuse and neglect of adults who have care and support needs- running services in a way to reduce the risk of this happening

• When responding to concerns about vulnerable adults - take their wishes into consideration - so they feel they have control over their life

How is it legal requirement to have a safeguarding policy (safeguarding policies)

• Under the Health and Care Act 2022

e.g of what it states:

• HSC services have a statutory duty to safeguard and promote the welfare of children, young people and adults at risk of abuse

• regular training of staff on safeguarding

• Agencies share information to prevent abuse

• Procedures should be clear on who is accountable for what

What are the key features of a safeguarding policy (safeguarding policies)

• each setting should appoint a DSL (designated safeguarding lead)

• requires ALL staff to be trained in safeguarding

• all staff should have a DBS

DSL responsibilities (safeguarding policies - each setting should have a DSL)

Designated safeguarding leader - responsible for safeguarding

• members of staff report concerns of abuse or neglect to the DSL

• Give training and guidance to staff e.g how to spot abuse

• Make sure safeguarding procedures and policies are being followed and are up to date

• Make decisions in individuals safeguarding cases such as which agencies to involve

• Keeping all safeguarding records up to date

What does DBS stand for and the two things if checks (safeguarding policies - DBS)

• Disclosing and Barring service

• Disclosure → checks police records to see if an individual has been convicted of any offence (not necessarily meaning they won’t be employed)

• Barring → checks against a list of people who are barred from working in HSC settings

3 types of DBS checks (safeguarding policies - DBS)

• standard DBS check - lists any convictions that the police holds on their records

• Enhanced DBS check - same as standard plus additional information the police may have about the individual - might not be convictions just concerns

• Enhanced with Barred list DBS check - a list of people not permitted to work with children or vulnerable adults - usually as they have been convicted for a crime related to harm and abuse - against the law to employ them

Who need enhanced and standard DBS checks (safeguarding policies - DBS checks)

• standard - people who don’t work directly with vulnerable individuals- e.g maintenance workers

• Enhanced - people who have direct contact with vulnerable people -e.g nurses

What are the groups that need safeguarding (people who may need safeguarding)

• children

• People in residential care settings

• People with physical and learning disabilities

• People with mental health conditions

• People with sensory impairments

• People dependent on carers

• Other vulnerable groups

What are vulnerable groups (people who may need safeguarding)

• those who’s circumstances make them more at risk of harm, abuse, neglect or exploitation

2 reasons why children are at risk of abuse (people who may need safeguarding)

• physically weaker than abusers

• Dependent on their caregivers so cannot take themselves out of an abusive situation easily

2 reasons why people in residential settings are at risk of abuse (people who may need safeguarding)

• less likely to be believed if they report abuse

• may be physically weaker than abusers

2 reasons why people with physical and learning disabilities are at risk of abuse (people who may need safeguarding)

• physical - often cannot physically protect themselves

• learning - may not understand they are being abused or be able to communicate it to other people

2 reasons why people with mental health conditions are at risk of abuse (people who may need safeguarding)

• may not have the confidence or mental strength to report abuse

• may not have a strong support network so they feel alone

2 reasons why people with sensory impairments are at risk of abuse (people who may need safeguarding)

• e.g. hearing or vision loss

• Much more dependent on other people and fear they will lose this if they complain

• Impairment may make communication harder

One reason why people dependent on carers are at risk of abuse (people who may need safeguarding)

• because they fear the support will be taken away they so don’t report it

Why might carers abuse people that are dependent on them and an example (people who may need safeguarding)

• Because of the challenges of looking after the individual

• E.g a family carer may be tired so lash out at the individual

Examples of other vulnerable groups that are at risk of abuse or neglect (people who may need safeguarding)

• People trapped in toxic relationships

• People with chronic illnesses

• Elderly people living alone

What is different between adult and children safeguarding (people who may need safeguarding)

• decision making - decisions are made by adults on behalf of children whereas adults are in involved in the process unless they lack the capacity to do so

• Legal framework - child safeguarding is governed by the Children Act whereas adult safeguarding is governed by the Care Act

Physical impacts of a lack of safeguarding - leading to abuse (safeguarding impacts)

• injuries from abuse e.g bruises, broken bones

• Neglect leading to malnourishment - making their bones and muscles weaker

Intellectual impacts of a lack of safeguarding- leading to abuse (safeguarding impacts)

• they are less able to focus on intellectual activities if they’re being mistreated and their main aim is survival

• Children will be behind in school

Emotional impacts of a lack of safeguarding - leading to abuse or neglect (safeguarding impacts)

• Guilt as they feel they are to blame

• Nightmares about past abuse

Social impacts of a lack of safeguarding - leading to abuse or neglect (safeguarding impacts)

• lack of friendships as they struggle to trust people

• Isolated - as the abuser deliberately espérâtes them from people

What is a disclosure of abuse (dealing with disclosures)

• When someone informs you that abuse has taken place

Different aspects of dealing with a disclosure (dealing with disclosures)

• duty to report suspected abuse

• Following reporting procedures

• Support and comfort for the individual

• Do not judge

• Maintain confidentiality

• Protect self

General examples of the different types of abuse

• physical - biting, kicking, hitting

• Emotional - name calling, manipulating

• Sexual - unwanted touching

• Neglect - not providing people with food, drink

• Financial - stealing money

Who has a duty to report suspected abuse (dealing with disclosures)

• Everyone who works in HSC services

• Even if the victim asks them to keep it to themselves they should tell them they are going to pass it on but will be kept as confidential as possible

What is the common reporting procedure to follow for a disclosure (dealing with disclosures)

• reporting abuse to the DSL the same day

• Creating a written record on the same day including:

→ Name of individual

→ date and time of incident/ disclosure

→ details of type of abuse or concern

How to offer support and comfort for the individual (dealing with disclosures)

• make them feel listened to

• Make them reassured that action is going to be taken but avoid making promises

How to show your not judging the individual and why is it important (dealing with disclosures)

• be careful about body language and facial expressions

• If they feel judged they might not take action for any further abuse

Why do you need to maintain confidentiality about disclosures of abuse (dealing with disclosures)

• requirement of Data Protection Act 2018

• Information should only be given on a need-to-know basis

Why would you need to protect yourself (dealing with disclosures)

• The abuser maybe see you a threat

• Protect yourself emotionally - may be upsetting

Different ways service users can make a disclosure and examples (dealing with disclosures)

• directly - specific statement about what happened

• Indirectly - saying something that sounds wrong but not mentioning anything specific E.g not wanting a particular practitioner need them

• Behaviourally - that signals somethings not right e.g pulling away

• Non-verbally - e.g writing a letter, drawing pictures

What is best practice (supporting practioners to apply best practice)

• most effective and efficient way of doing things

• E.g how to treat a particular disorder

How can supporting best practice benefit people (supporting practioners to apply best practice)

• service users - receive the best care

• Practioners - greater sense of job satisfaction as they achieve better outcomes for people

• Providers (organisations)- good reviews from good outcomes

Different way practioners can be supported to apply best practice (supporting practioners to apply best practice)

• using effective communication

• Provision of training and professional development

• Mentoring, monitoring and performance management

• Staff meetings to discuss issues and practice

How can you use effective communication help apply best practice (supporting practioners to apply best practice)

• Making sure information is given to practioners so they can do their jobs properly

• practitioners being able to to feed back to management about issues that are effecting their ability to use best practice

How can you use the provision of training and professional development to help apply best practice (supporting practitioners to apply best practice)

• need refresher training on important issues e.g safeguarding

• Training so they are kept up to date on changes e.g new legislations

• Training can allow them to advance in their career and be promoted

How can you use mentoring, monitoring snd performance management to help apply best practice (supporting practioners to apply best practice)

• mentoring - a more experienced member of staff showing them how to carry out a particular task or being there for advice - helps develop new skills

• Monitoring - makes sure they are following procedures correctly, maintaining standards - issues can be spotted

• Performance management - give feedback and set goals on the the issues spotted from conducting performance reviews - more motivated

How can you use ‘staff meeting to discuss issues and practice’ to help apply best practice (supporting practioners to apply best practice)

• gives people the opportunity to share what works best for them so others can use these techniques

• Helps them to bond as a team so they can work more effectively together