HSO4004Principles of Care
BSc (Hons) in Health and Social Carewith Foundation YearSeptember 2021
|Drop-in Availability||Make an appointment (MS TEAM)|
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|Weblink to Module Specification|
This module is delivered over 15 weeks using a synchronous learning approach with scheduled online sessions and face-to-face sessions. Most sessions comprise a lecture with workshop activities. If you are unable to attend a live session due to factors outside your control, you are expected to inform your tutor and engage in this, where possible, before the next scheduled session. This is aimed at enabling you to develop a clear understanding, considering how the theory and academic knowledge will link into health and social care practice.
In weeks 4, 8 and 12 tutorials will take place, which will provide you with the opportunity to discuss your progress on the module and receive feedback on assessments.
To complete the module successfully you must allocate a substantial amount of independent study time, which will include undertaking set activities and carrying out assessment activities. Academic skills development will be embedded within the modules, with the inclusion of study skills appropriate to the stage of study.
This module is delivered via one three-hour lecture and one one-hour seminar session per week over 15 weeks. To complete the module successfully you must also allocate a substantial amount of independent study time. The timetable will include tutorials (group and individual) in which you can discuss your progress on the module with your Module Tutor. Revision/ practice sessions are scheduled before submission of assessment.
Graduate attributes are the personal qualities and skills which the Regent College/University of Bolton community values, and which a student is expected develop during their time at the College/University. Graduate attributes act as a point of reference for a student’s personal development and support the articulation of employability and transferable skills.
In total there are 10 graduate attributes. This module seeks to support the development of:
- Effective Communication
The Module Tutor’s contact details are provided at the top of this page. You must check your Regent Collegeemail address and the Moodle area dedicated to this module regularly as many module communications are channelled through these media.
Your Module Tutor will normally aim to respond to your email messages within 2 full working days of receipt.However, responses will be longer in holiday periods.
This module will give you a clear outline of the values, theories and policies which underpin health and social care practice and the mechanisms that exist to promote good practice. During the module you will explore care relationships and the importance of power within the health and social care sector. Looking at the importance of promoting the right of individuals, including dignity, confidentiality, respect and choice. You will also consider the importance of policies and procedures in relation to protection of vulnerable people and upholding people’s rights, this will be linked with case studies and class discussion, to aid understanding of the application to health and social care practice.
Bolton Values and Employability Skills: This module also serves to develop employability skills with particular emphasis on the following: (D= Developed, T= Taught, A = Assessed) PDP: T,A,D Communication Skills: T,A,D Problem Solving: T,A,D Action Planning: T,A,D Self Awareness: T,A,D Personal Impact and Confidence: T,D Internationalisation T,A,D Social, public and ethical responsibility: T,A,D Taught (T), Developed (D) and Assessed (A).
- Defining care relationships and the location of power in those relationships
- Exploring and understand the importance of professional boundaries
- The principles of good practice – respect, dignity, equity, promotion of independence and choice for instance, when dealing with intimate care tasks
- Anti-discriminatory practice / Risk assessment and management will be considered / Defining abuse and types of abuse
- Understand protection policies and procedures relevant to Health and Social Care
- Consider the application of principles of good practice in carrying out care
|LO1: Explain the principles of care and how they are implemented in health and social care practice||Written Essay (Assessment 001)|
|LO2: Demonstrate awareness of the impact of policy, legislation, regulation, and codes of conduct on health and social care practice||Written Essay (Assessment 001)|
|LO3: Appreciate how rights and autonomy need to be balanced against the need to protect vulnerable people||Written Essay (Assessment 001)|
|LO4: Show appreciation of boundaries in care relationships, considering the application of principles of good practice in carrying out care||Reflective Account (Assessment 002)|
|Assessment item||Due Date||Weight|
|1||Written Essay – 2250 words||Assessment 001 Submission 14/01/2022 (Before 23:59 UK Time)||70%|
|2||Reflective Account -750 words||Assessment 002 Submission 21/01/2022 (Before 23:59 UK Time)||30%|
Feedback on items of assessment can be formal (such as on a signed feedback form) or informal (such as advice from a tutor in a tutorial). Feedback is therefore not just your grade or the comments written on your feedback form, it is advice you get from your tutor and sometimes your peers about how your work is progressing, how well you have done, what further actions you might take.
We recognise the value of prompt feedback on work submitted. Other than in exceptional circumstances (such as might be caused by staff illness), you can expect your assignment and examination work to be marked and feedback provided not more than 15 working days from the deadline date. However, please note that such feedback will be provisional and unconfirmed until the Assessment Board has met and may therefore be subject to change.
Please take time you read or listen to your assessment feedback. This can be very useful in determining your strengths and key areas for development and can therefore help you improve on future grades.
|Session No.||Date or Week Commencing||Topics Covered||Planned Delivery Method*|
|1||27/9/21||Introduction to Module and Assignments Introduction to Principles of Care Defining the care relationship 6C’s of Care||MS TEAMS|
|2||4/10/21||Maslow’s Hierarchy of Needs theory Application of principles of care/good practice Power relationships in care||MS TEAMS|
|3||11/10/21||Risk and risk taking Risk management Guest Speaker (TBC)||MS TEAMS|
|4||18/10/21||Challenging behaviour Care and control Tutorial (Individual/Group)||MS TEAMS|
|5||25/10/21||Legislations relevant to Health and Social Care Impacts of legislations in practice||MS TEAMS|
|6||1/11/21||National Policy Framework Organisational policy and procedure Essay guidelines (001 Essay)||MS TEAMS|
|7||8/11/21||Abuse: Types, signs and symptoms and effects of abuse ‘Undercover Carer’ Anti-discriminatory practice Discuss summative essay/plan for tutorials||MS TEAMS|
|8||15/11/21||Boundaries in care practice Tutorial (Individual/Group)||MS TEAMS|
|9||22/11/21||Ethical dilemmas: Good and bad practice/Professional Behaviour Tutorials/ work on task 001||MS TEAMS|
|10||29/11/21||Reflective practice Models of reflection Linking theory and practice Tutorials /work on task 1||MS TEAMS|
|11||6/12/21||Reflective Practice continued- Small Groups: Reflective Exercise- Completion of reflective account draft (Preparation for part 1 of assessment) Tutorials /work on task 1||MS TEAMS|
|12||13/12/21||Tutorials/ work on task 001 (Individual, appointment will be allocated)||MS TEAMS|
|Christmas Break 20/12/2021-09/01/2022|
|13||10/1/22||Tutorial/Drop-in Session if neededAppointment needed Independent Work Formative Feedback-Assessment 002(Preparation for part 2 of assessment) Module Evaluation Assessment 001 submission Deadline 14/01/2022 (Before 23:59 UK Time)||MS TEAMS|
|14||17/1/22||Assessment 002 Submission Deadline 21/01/2022 (Before 23:59 UK Time) Module Evaluation||MS TEAMS|
|15||24/1/22||Study Skills Session Module Evaluation||MS TEAMS|
Formative assessment is employed to support your learning on the module, allowing you to reflect on feedback on your progress from your tutors and peers. It takes a variety of forms and does not contribute to the final module mark. It can be used to identify any areas which would benefit from extra attention on your part, or extra support from your tutor. It does not contribute to the overall formal assessment for the module.
There are opportunities within this module for guidance on meeting the learning outcomes and learning from the taught components, which will be linked into the assessment strategy. There will be facilitated discussions around the key areas, with individual tutorial sessions to support this.
You will have an individual tutorial enabling you to gain advice, support and feedback on your academic abilities and assist the module tutor to plan future sessions and support.
You will be required to submit an outline plan of your assignment which will form the basis for your individual tutorial; you will also be given an opportunity to consider your reflection at the end of the module. This should be viewed as a formative assessment, aimed at helping you meet the needs of the summative assessment.
Adams, R. (2007) Foundations of Health and Social Care. Basingstoke: Palgrave Macmillan
Brooker, C., Nicol, N. and Gould, D. (2003) Nursing Adults, Edinburgh: Mosby
Brotherton, G. and Parker, S. (2008) Your Foundation in Health & Social Care. London: Sage
Cottrell, S. (2008) The Study Skills Handbook. London: Palgrave
Edwards, D. and Best, S. (2020) The Textbook of Health and Social Care. London: SAGE
Northedge, A. (2005) The Good Study Guide. Milton Keynes: Open University Press
Parker, S. (2008) Social Care a Guide for Foundation Degree Students. London: Sage
Thompson, N. (2006) Anti-Discriminatory Practice. Basingstoke: Palgrave
Thompson, N. (2009) People Skills. Palgrave: Basingstoke
Thompson, N. (2009) Promoting Equality; A learning development manual. Basingstoke: Palgrave
Thompson, N. and Campling, J. (2011) Promoting Equality: Working with Difference and Diversity, Basingstoke: Palgrave Macmillan
Webb, R. and Tossel, D. (1999) Social Issues for Carers. London: Arnold
- Department of Health – https://www.gov.uk/government/organisations/department-of-health
- Equality and Human Rights Commission – www.equalityhumanrights.com/
- National Health Service – https://www.nhs.uk/pages/home.aspx
- Skills for Health – https://www.skillsforhealth.org.uk/
- Skills for Care – https://www.skillsforcare.org.uk/Home.aspx
- Dignity in Care – www.dignityincare.org.uk/
- Joseph Rowntree Foundation – www.jrf.org.uk/
- No Secrets: guidance on protecting vulnerable adults in care
- Government Services and Information – https://www.gov.uk/
- UK Legislation – https://www.legislation.gov.uk/
- Data Protection – www.gov.uk/data-protection/the-data-protection-act
- Safe Guarding Vulnerable Group Act 2006 www.legislation.gov.uk/ukpga/2006/47/contents
- The Data Protection Act – www.legislation.org.uk
- Nursing Times – www.nursingtimes.net
- About Equal Opportunities – www.aboutequalopportunities.co.uk
- Care Quality Commission – www.cqc.org.uk/
- The Disability Discrimination Act (DDA) – www.nidirect.gov.uk/the-disability-discrimination-act-dda
- Action on Elder Abuse (Leading Fight against Adult Abuse) – http://www.elderabuse.org.uk/
- Age UK – www.ageuk.org.uk
- Nursing and Midwifery Council – www.nmc-uk.org
- Written assessments should be word-processed in Arial or Calibri Light font size 12. There should be double-spacingand each page should be numbered.
- There should be a title page identifying the programme name, module title, assessment title, your student number, your marking tutor and the date of submission.
- You should include a word-count at the end of the assessment (excluding references, figures, tables and appendices).
Where a word limit is specified, the following penalty systems applies:
- Up to 10% over the specified word length = no penalty
- 10 – 20% over the specified indicative word length = 5 marks subtracted (but if the assessment would normally gain a pass mark, then the final mark to be no lower than the pass mark for the assessment).
- More than 20% over the indicative word length = if the assessment would normally gain a pass mark or more, then the final mark will be capped at the pass mark for the assessment.
- All written work should be referenced using the standard University of Bolton referencing style– see: https://www.bolton.ac.uk/library/Study-Skills/Referencing/Home.aspx
- Unless otherwise notified by your Module Tutor, electronic copies of assignments should be saved as word documents and uploaded into Turnitin via the Moodle class area. If you experience problems in uploading your work, then you must send an electronic copy of your assessment to your Module Tutor via email BEFORE the due date/time.
- Please note that when you submit your work to Moodle, it will automatically be checked for matches against other electronic information. The individual percentage text matches may be used as evidence in an academic misconduct investigation (see Section 13).
- Late work will be subject to the penalties:
- Up to 7 calendar days late = 10 marks subtracted but if the assignment would normally gain a pass mark, then the final mark to be no lower than the pass mark for the assignment.
- More than 7 calendar days late = This will be counted as non-submission and no marks will be recorded.
Where assessments are graded Pass/Fail only, they will not be accepted beyond the deadline date for submission and will be recorded as a Fail. Students may request an extension to the original published deadline date as described below.
- In the case of exceptional and unforeseen circumstances, an extension of up to 14 days after the assessment deadline may be granted. This must be agreed by your ASO, following a discussion the Module Tutor. You should complete an Extension Request Form available from your Tutor and attach documentary evidence of your circumstances, prior to the published submission deadline.
Extensions over 14 calendar days should be requested using the Mitigating Circumstances procedure, with the exception of extensions for individual projects and artefacts which, at the discretion of the ASO, may be longer than 14 days.
Requests for extensions which take a submission date past the end of the module (normally week 15) must be made using the Mitigating Circumstances procedures. See:
Some students with registered disabilities will be eligible for revised submission deadlines. Revised submission deadlines do not require the completion extension request paperwork.
Please note that the failure of data storage systems is not considered to be a valid reason for an extension. It is therefore important that you keep multiple copies of your work on different storage devices before submitting it.
Academic misconduct may be defined as any attempt by a student to gain an unfair advantage in any assessment. This includes plagiarism, collusion, commissioning (contract cheating) amongst other offences. To avoid these types of academic misconduct, you should ensure that all your work is your own and that sources are attributed using the correct referencing techniques. You can also check originality through Turnitin.
Please note that penalties apply if academic misconduct is proven. See the following link for further details:
|Assessment Type (and weighting)||Written Essay (2250 words) (70%)|
|Assessment Name||Exploring Principles of Care and Good Practice|
|Assessment Submission Date||Assessment 001 submission 14/01/2022 (Before 23:59 UK Time)|
|Learning Outcomes Assessed|
|LO1: Explain the principles of care and how they are implemented in health and social care practice LO2: Demonstrate awareness of the impact of policy, legislation, regulation, and codes of conduct on health and social care practice LO3: Appreciate how rights and autonomy need to be balanced against the need to protect vulnerable people|
Assignment 1 Brief
Produce an essay of 2250 words which will explore the following:
- Using theory and knowledge, provide an outline of the importance of principles of care
- Give an overview of how the principles of care affect the rights of vulnerable people
- Examine the issues of care and control in health and social care, with use of examples discussed in class
- Consider the importance of legislation in the protection of vulnerable people in health and social care
**Please note- the LO’s do not have to be addressed in order and it is sometimes better if they are not.
|Assessment Type (and weighting)||Reflective Account (750 words) (30%)|
|Assessment Name||Reflective Account|
|Assignment Submission Date||Assessment 002 Reflective Account Submission Assessment 002 Submission 21/01/2022 (Before 23:59 UK Time)|
|Learning Outcome Assessed|
|LO4: Show appreciation of boundaries in care relationships, considering the application of principles of good practice in carrying out care|
Assessment 2 Brief:
You produce a Reflective Account of 750 words using a model of reflection which will:
- Identify something which you have learned about Principles of Care, outline how this might influence your approach in health and social care
- How can such experiences influence personal development and insight?
Specific Assessment Criteria
(Please note that the General Assessment Criteria will also apply. Please see section 14)
First class (70%+):This piece of work shows evidence of wider research with reference to several differing academic viewpoints. The essay has recognised relevantly and discussed in detail the importance of principles of care and impacts of legislation, policies and codes of practice on health and social care practice.The essay has examined the issues of care and control and importance of legislation in the protection of vulnerable people in health and social care. Several reasoned and logical arguments have been developed well and supported by a wide range of appropriately researched literature. Presentation is of a high standard, and in the appropriate essay style. The high number of appropriate sources has been referenced accurately and to a high standard.
Second class (50-69%): A clear and informative piece of work with evidence of wider research and discussion. The essay has correctly recognised and discussed the importance of principles of care and impacts of legislation, policies and codes of practice on health and social care practice. The essay has examined some issues of care and control and importance of legislation in the protection of vulnerable people in health and social care. Some reasoned arguments have been developed and supported by a good number of sources. Presentation is of a good standard, in the appropriate essay style. A good number of appropriate sources have been referenced well, with most complying with the Harvard style.
Third class (40-49%): A reasonable attempt has been made at researching the essay, but greater in-depth discussion and academic debate is required around the importance of principles of care and impacts of legislation, policies, and codes of practice on health and social care practice. The essay has recognised some issues of care and control and importance of legislation in the protection of vulnerable people in health and social care, however mostly the discussion is superficial and lacking in any depth. Presentation of the essay is limited, and only the minimum of 5 sources have been provided, with at least one academic text and two academic journals included.
Fail: Students who do not meet the requirements of a third-class grade will not successfully complete the assessment activity.
Please also see Section 15 for General Assessment criteria.
Minimum Secondary Research Source Requirements:
Level HE4 – It is expected that the Reference List will contain between five and ten sources. As a MINIMUM the Reference List should include one refereed academic journal and three academic books
|85-100%||Directly relevant to title. Expertly addresses the assumptions of the title and/or the requirements of the brief.||Demonstrates an exceptional knowledge/ understanding of theory and practice for this level through the identification and analysis of the most important issues.||Makes exceptional use of appropriate arguments and/or theoretical models. Presents an analysis of the material resulting in clear, logical and original conclusions.||Coherently articulated and logically structured. An appropriate format is used.||The presentational style & layout is correct for the type of assignment. Effective inclusion of figures, tables, plates (FTP).||An exceptionally well written answer with standard spelling and grammar. Style is clear, resourceful and academic.||Sources accurately cited in the text. A wide range of contemporary and relevant references cited in the reference list in the correct style.|
|70-84%||Directly relevant to title. Addresses the assumptions of the title and/or the requirements of the brief.||Demonstrates an excellent knowledge/understanding of theory and practice for this level through the identification and summary of the most important issues.||Makes creative use of appropriate arguments and/or theoretical models. Presents an excellent discussion of the material resulting in clear, logical conclusions.||Coherently articulated and logically structured. An appropriate format is used.||The presentational style & layout is correct for the type of assignment. Effective inclusion of figures, tables, plates (FTP).||An excellently written|
answer with standard spelling and grammar. Style is clear, resourceful and academic.
|Sources accurately cited in the text. A range of contemporary and relevant references cited in the reference list in the correct style.|
(Very Good Quality)
|60-69%||Directly relevant to title. Addresses most of the assumptions of the title and/or the requirements of the brief.||Demonstrates a very good knowledge/understanding of theory and practice for this level through the identification and summary of key issues.||Uses sound arguments or theoretical models. Presents a clear and valid discussion of the material. Clear, logical conclusions.||Logically constructed in the main. An appropriate format is used.||The presentational style & layout is correct for the type of assignment. Effective inclusion of FTP.||A very well written answer with standard spelling and grammar. Style is clear and academic.||Sources are accurately cited in the text and an appropriate reference list in the correct style is provided.|
|50-59%||Generally, addresses the title/brief, but sometimes considers irrelevant issues.||Demonstrates a good knowledge/understanding of theory and practice for this level through the identification and summary of some key issues.||Presents largely coherent arguments. Some issues and theoretical models expressed in simplistic terms. Conclusions are fairly clear and logical.||For the most part coherently articulated and logically structured. An acceptable format is used.||The presentational style & layout is correct for the type of assignment. Inclusion of FTP but lacks selectivity.||Competently written with minor lapses in spelling and grammar. Style is readable and academic in the main.||Most sources accurately cited in the text and an appropriate reference list is provided which is largely in the correct style.|
|40-49%||Some degree of irrelevance to the title/brief. Superficial consideration of the issues.||Demonstrates an adequate knowledge/understanding of theory and practice for this level. An attempt is made to identify key issues.||Presents basic arguments, but focus and consistency lacking in places. Some issues may lack clarity, and/or theoretical models expressed in simplistic terms. Conclusions are not always clear or logical.||Adequate attempt at articulation and logical structure. An acceptable format is used.||The presentational style & layout is largely correct for the type of assignment. Inappropriate use of FTP or not used where clearly needed to aid understanding.||Generally, competently written although intermittent lapses in grammar and spelling pose obstacles for the reader. Style limits communication and is non-academic in a number of places.||Some relevant sources cited. Some weaknesses in referencing technique.|
|Borderline Fail||35-39%||Significant degree of irrelevance to the title/brief. Onlythe most obvious issues are addressed at a superficial level and in unchallenging terms.||Demonstrates weaknesses in knowledge of theory and practice for this level, with poor understanding of key issues.||Limited arguments, which lack clarity in places. Conclusions are neither clear nor logical.||Poorly structured. Lack of articulation. Format deficient.||For the type of assignment, the presentational style &/or layout is lacking. FTP ignored in text or not used where clearly needed.||Deficiencies in spelling and grammar makes reading difficult. Simplistic or repetitious style impairs clarity. Style is non-academic.||Limited sources and weak referencing.|
|Fail||<34%||Relevance to the title/brief is intermittent or missing. The topic is reduced to its vaguest and least challenging terms.||Demonstrates a lack of basic knowledge of either theory or practice for this level, with little evidence of understanding.||Severely limited arguments. Lacks clarity. Conclusions are sparse.||Unstructured. Lack of articulation. Format deficient||For the type of assignment, the presentational style &/or layout is lacking. FTP as above.||Poorly written with numerous deficiencies in grammar, spelling and expression. Style is non-academic.||An absence of academic sources and poor referencing technique.|