RO21: Essential values of
care for use with
individuals in care settings
15th January 2015
What will we learn?
 LO1: Understand how to support individuals to maintain
their rights
 LO2: Understand the importance of the values of care
and how they are applied
 LO3: Understand how legislation impacts on care
settings
 L04: Understand how personal hygiene, safety and
security measures protect individuals
Health and Social Care settings
 http://www.teachers-direct.co.uk/resources/quizbusters/quiz-busters-game.aspx?game_id=3511
Key words/Glossary
 What might you be called if you use a health and social
care service?
Service User
Patient
Resident
 What might you be called if you work for a health and
social care service?
Care worker
Care Practitioner
Service Provider
Rights
 On your
tables mind
map what
rights you
think you
should have
when you are
a service
user.
What are rights?
Rights
You will be
explaining these to
the rest of the
class.
In your books write down any
key words that come up during
the story
A real story about a hospital experience………..
Once upon a time, there was a woman called Louise. She decided to
book a holiday abroad and take her family. This consisted of her
husband, daughter and son. They arrived in Majorca on 24th March
2008. On the first evening they unpacked and went out for a meal.
It was a lovely evening. Later on they went to bed.
The next day the family woke up early as it was an important day. It
was Carl’s birthday. As Louise prepared breakfast for everyone, the
hotel manager sent champagne as a birthday present. The children
went for a swim. The family decided to go for a walk. They head
towards the shops and restaurants. Louise wanted to take Carl out
for a meal as it was his birthday.
Euan decided that he wanted to buy a football and play with it on the
beach. Louise wanted to sunbath. In the end, the family decided to
play volleyball on the beach. Carl drew a line in the sand and said
“boys versus girls”. They started to play the game. Carl hit the ball
over the line to Evie, Evie hit it back to Euan. Louise saw the ball
coming towards her and hit it back as she did, she fell over.
As Louise fell, she heard both of her bones break in her left
leg. She screamed and screamed. People left the beach. Both
children saw what had happened and ran to help their mum.
Carl had not seen what had happened and thought it was just a
small sprain. This is where the problems started……..
Louise sat on the beach crying. A restaurant owner ran over
and gave her a bag of ice to put on her leg to try and reduce
the swelling. She sat and waited. She couldn’t stand up and
couldn’t raise her leg as it started to swell and swell.
What do you think happened next?
If you thought an ambulance should have arrived. You are
correct, however, it didn’t. The police arrived. There was a
language barrier and as the policeman came over he grabbed
Louise’s leg and squeezed it. She screamed. They tried to
speak to one another but didn’t understand. The policeman
helped Carl carry Louise off of the beach and took her to the
local doctors surgery.
Do you think this is the right place to go?
Was Louise consulted?
Why do you think that they took Louise to the doctors?
Was she given a choice?
At the doctors surgery, the receptionist refused to fill in any
paperwork or make an appointment until Carl fetched the E111 form
and insurance paperwork. Louise was left in reception. Carl ran to
the hotel and fetched it. Louise was given an injection to help with
the pain. They waited for 4 hours until the ambulance eventually
arrived.
As it was Easter Sunday there was many accidents and they were
busy with fatalities. The ambulance driver asked Louise to get up
and walk to the ambulance. Louise couldn’t do this. Louise was put in
the back of an ambulance, but by this time the pain relief had worn
off.
Was Louise given all the medication and help she needed?
Louise arrived at the hospital. She was put on a stretcher and left
in a corridor with several drunk men who had been in car accidents.
Her husband couldn’t stay with her as the children were too young
to leave the reception area.
Louise waited another 4 hours in a corridor. She was seen by a
doctor and taken for an x-ray. Louise met an interpreter who told
her that she had broken both bones in her left leg. They decided
that she needed to have her bones pulled back into place. This was
done by several doctors and nurses.
After waiting for 8 hours Louise was taken to the ward.
What do you think happens next?
Louise remained in the bed for the next 3 nights and 4 days. She
was not given any food at all during this time. This was because
they were unsure as to whether she was going to have an operation.
Louise was not able to wear her own clothes. Louise was not able to
go to the toilet and needed to use a bed pan, however, she was
often left for hours and hours. Luckily, she was next to an English
speaking patient and had someone to talk to. There were no leaflets
or information in English given to Louise. She often asked for help
and to speak to the interpreter but no one came.
What do you think should have happened?
Was Louise given a choice of what to eat, drink or wear?
On the third night, Louise’s family left the hospital after visiting hours. Louise
was falling asleep. A nurse came up to the bed and started to drag it away. The
nurse stated, “you operation”. Louise grabbed onto the wall as none of her family
knew she was having an operation. Louise text her husband.
Louise was taken to the preparation area for the operation. She had her clothes
taken off her. Again she asked for an interpreter but no one came. An
anaesthetist then pushed Louise’s head forward told her not to move and
injected her spine, giving her a spinal block. She was then wheeled through into
the operating theatre, awake.
The operation started, however, the anaesthetic had not taken and Louise could
feel the first cut in her leg. She had no idea what they were going to do to her
leg.
During the operation Louise had no one talking to her and could smell the burning
bones and hear all the noise from the drill. The anaesthetists sat at the back of
the room reading magazines.
After 3 long hours the operation was over, Louise still had no idea as to what had
happened. She was in a lot of pain and given paracetamol. This did not take the
pain away. Louise called for a nurse, she said “you should respect me if you want
more help.” Louise then called for a doctor, he stated, “you should have learnt to
speak more Spanish before coming here.”
Do you think these comments were appropriate?
Do you think the nurses kept the information confidential?
The insurance company then phoned the hospital and wanted to move
Louise to a private hospital. Louise could hear the nurses and doctors
talking about her, but didn’t know what they were saying. Louise, did not
receive any pain relief. A nurse came to Louise and asked her to sign
papers, she had only had the operation 8 hours previously, she had been
discharged, in Spanish. She was unable to take any paperwork with her to
the next hospital and the ambulance drivers came to move her. She
couldn’t walk or move as the spinal tap had not worn off.
When Louise arrived at the private hospital the doctors and nurses were
all ready to operate on her. They had not realised that she had already
had the operation the evening before. There had been no communication
between the two hospitals. Louise was really scared as she could not
communicate with the doctors and nurses. As the doctor had not been
informed that Louise had already had the operation, he decided to cut the
pot off her leg. This was done without pain relief. Louise was taken for
an x-ray to try and establish what had been done during the operation as
Louise didn’t know. Louise was taken to a private room, given pain relief,
introduced to the interpreter, taken to the toilet and given a healthy
meal.
What is the difference between both of the hospital treatment
received?
Title: Louise’s
story
Bullet point what you
think went wrong
Then write about what should
have happened.
Think about what would have
happened in this country if
Louise hurt herself.
In pairs, discuss everything that went wrong with this scenario
Plenary – Three Things
In your books tell me:
3 things you know now that you didn’t an
hour ago
3 things you want to know more about
What are my rights?
Confidentiality
Choice
Equal and fair
treatment
Protection
from abuse
and harm
Consultation
What happens if my rights are ignored? The Staffordshire
NHS Scandal.
Choice
Equal and fair
treatment
Confidentiality
Protection
from abuse
and harm
http://www.youtube.com/watch?v Consultation
=9sot5wzdk_U
http://www.bbc.co.uk/news/health-
Staffordshire Scandal
 Around the room are several examples of people who
were affected by the Staffordshire scandal.
 In pairs get one of these examples and discuss what
happened. Think about whether their rights were met.
 Summarise what happened in your books.
Peter Burnhill
 Leukaemia patient Peter Burnhill, 84, was taken to Stafford
hospital in 2007 with breathing problems.
 When he arrived at A&E he was left to wait for six hours on a
trolley.
 His wife Sonia Burnhill said he was left without food and was
"practically ignored by nurses" despite having low oxygen
levels.
 After being transferred to an assessment ward Mrs Burnhill said
his condition rapidly deteriorated. He died at home less than a
week later.
 She said: "The whole experience stressed him out, and he
came out of hospital visibly shaken and much weaker.“
http://www.youtube.com/watch?v=8BRdY0NR08g
Bella Bailey
 Bella Bailey, 86, had a hiatus hernia and suffered breathing
difficulties.
 She died in Stafford hospital after spending two months on a
ward following a routine operation in September 2007.
 The public inquiry heard she was left without oxygen because of
a shortage of nurses to restore the supply and she was also
dropped by hospital staff while being transferred back to bed.
 Following her death, her daughter Julie Bailey set up the Cure
the NHS campaign group to highlight failings at the hospital.
 She said: "I just wanted to stop what was going on in the
hospital and after the first meeting, we realised that the
problems at the hospital were more than just our own
experiences.“
 Bella’s daughter Julie starts the cure the NHS campaign.
Joan Giles
 Joan Giles, 81, was admitted to Stafford Hospital in January
2009 for cancer treatment.
 Her lymphoma was originally misdiagnosed as kidney
stones.
 Her family maintain that she was not killed by the cancer
but by neglect and misdiagnosis during her month at the
hospital.
 They claimed that she would be left without pain relief for as
long as two hours and doctors failed to spot bed sores and
severe constipation which left her dehydrated.
 Her son-in-law, Roger Dobbing, said: "Neglect left her so
weak that by the time she got to the sixth session of
chemotherapy she was not fit to receive treatment."
Arthur Peacham
 Arthur Peacham, 68, was admitted to Stafford hospital in 2006
with back pain. He was diagnosed with osteoarthritis.
 He caught the Clostridium difficile bug while in hospital, before
being transferred to New Cross hospital in Wolverhampton
when a tumour was discovered on his spine. He later died.
 His wife Gillian Peacham said when Stafford Hospital told her
he had caught C. difficile they admitted they had known 11
other people on the ward were already infected but they had
no other place to put him.
 She said: "The wards were filthy and there were never any
nurses and he was often lying in his own soiled bed sheets.
 "They failed in their duty of care. If it had a been a dog being
treated in that way the RSPCA would have blown the hospital
apart."
Joyce Williams
 Joyce Williams, 86, went into Stafford Hospital in 2007 with a
broken arm and a urine infection.
 She died from the urine infection, which was not treated.
 Her family said that during her stay in hospital she fell out of
bed and was mis-handled by nursing staff which left her with
bruises all over her arms and back.
 Her daughter, Castelle Davis, said: "They kept telling me she
had dementia because she was forgetful and hallucinating.
 "I was later told by a nurse friend of mine that she had those
symptoms because she was so dehydrated.
 "She went downhill rapidly because she wasn't eating and
weight dropped off her, she was just six stone when she
died."
Nicola Monte
 Mother-of-two Nicola Monte had just given birth to her second
child when she had to go back to Stafford Hospital with a bowel
condition in 2005.
 She spent the next nine months in hospital after picking up
three hospital superbugs, C. dificile, E.Coli and MRSA, and was
left malnourished.
 She said sores appeared all over her body, some even a foot
wide, but staff did not seem to care.
 She said: "Ward 11 was chaotic, not very clean, the toilets were
often filthy and people's stool samples were left around in
cardboard pots, which I think gave rise to cross infection."
 Mrs Monte had to give up work after suffering long term
problems from her condition.
 "That time in hospital destroyed the person I was," she said.
Joan Morris
 Joan Morris, 83, was admitted to Stafford Hospital in December
2006 with a chest infection.
 Her family said that food and water was left on a table instead
of being given to her and she did not have a bath or shower
throughout the month she was in hospital.
 Mrs Morris suffered a heart attack and died four weeks after
being admitted.
 Giving evidence at the public inquiry, her daughter Sandra
Whitehouse, who had trained to a nurse herself, said that she
was "ashamed of the NHS."
 She said "My mum received just one day of care in four weeks
- and that was the day she died.
 "In this day and age that standard of care was unacceptable,
what went on with her shouldn't have happened."
Dorothy Mountford
 Dorothy Kathleen Mountford died at Stafford Hospital the age of
78 in 2007.
 She had been admitted with shingles.
 Her family maintain her death was due to a fall she suffered in
the hospital less than a week after being admitted, although the
trust had no record of such an incident.
 Her daughter Jenny Goring said: "I believe that the fall left her
shaken and damaged her lung, she was never the same again.
 "I don't want to lose the hospital because it's important for the
community but it doesn't seem like they're learning by their
mistakes."
 She added: "Mum's death devastated our family and lessons
need to be learned."
Jane Locke
 Jane Locke , 46, had been to Stafford Hospital several times
with stomach problems and was being treated for cancer.
 She contracted C. difficile, MRSA, and a streptococcal
infection, which it is thought was what eventually killed her
in July 2006.
 Her mother June Locke felt that Jane, who had learning
difficulties, had been neglected by hospital staff.
 She said: "They left her in sheets that had faeces on and
never put the bed rails up to stop her falling out, when we
asked them to.
 "We were so preoccupied with looking after Jane that we
never thought to complain, you think you're the only one."
Ellen Linstead
 Ellen Linstead, 67, caught both Clostridium difficile and MRSA
at Stafford Hospital while being treated for bone cancer.
 Her daughter Deb Hazeldine said the wards were "filthy" and
she would often have to wash faeces off her mother's hands.
 She said: "What I witnessed on the wards I will take to my
grave and it spurs me on to make sure it never happens again
to anyone else."
 When Mrs Linstead died in December 2006 her body was so
badly infected with C. difficile that she had to be buried in a
sealed body bag.
 Ms Hazeldine wrote to the hospital and then the Healthcare
Commission who upheld her complaint in 2008.
 She said: "There needs to be more accountability - there is no
openness - we have a fantastic complaints system on paper,
but it's selective whether people implement it or not."
George Dalziel
 George Dalziel died at Stafford Hospital after surgery for
bowel cancer. He was 64.
 The operation was a success, but his epidural was dislodged
leaving him without pain relief for days.
 His wife Christine said he was left in soiled bedclothes for
hours and was too scared to ask his nurse for water.
 She said: "George was a proud man, he was always very
clean and to be put in the position he was put in he felt
ashamed, disgusted, he was so upset with what was
happening to him."
 While in hospital Mr Dalziel lost three and half stone and
Christine said "his bones were sticking out of his back."
 She said: "When I left him the night he died I was hugging
him and I said 'I love you' and he said 'I love you too' and
those were the last words we said."
Ronald Millington
 Retired engineer Ronald Millington, 63, was a regular patient
at Stafford Hospital, having CT scans on his chest because of
breathing problems.
 He was misdiagnosed with fibrous scar tissue until on the third
scan doctors found that he had lung cancer.
 His wife Mary believed if they had spotted the cancer sooner,
he would have had a better chance for recovery. He died in
May 2003.
 She said: "It's just another mistake in a long line of them at
Stafford hospital.
 "I hope the inquiry helps set it right, because too many people
now don't want to go there for fear they won't come out
again."
 Information gathered from BBC News 2013.
Rights
What rights do service users have? Hint there are 5!
 Choice
 Confidentiality
 Protection
 Equal and Fair Treatment
 Consultation
Nursing the Nation
http://www.youtube.com/watch?v=DWv64lM9bGU&safe=active
http://www.youtube.com/watch?v=Nm9dB6zreiM&safe=active
In your books note down
Examples of good care
When patients are given a choice
How confidentiality is maintained
How patients are given equal and fair treatment
How patients are consulted about their treatment
How patients are protected against harm and abuse
Choice
 What should service users be able to choose?
 In your groups create a role play in a health and social
care setting.
 Think about the choices they could make
 Think about how they would choose.
Confidentiality
 Please provide definitions of both confidentiality and
disclosure.
 What information about service users should be kept
confidential?
 How can this be kept confidential?
Exam Question
Explain why it is not always possible to maintain
confidentiality in care settings. (3 Marks)
Confidentiality
 Why might it not always be possible to maintain a
service user’s confidentiality?
Protection of an individual from abuse and harm
(eg. child sex abuse)
When there is a risk of the person harming themselves (eg
suicidal)
When there is a risk of the person harming others
(eg. mental health)
When there is a risk of the person committing a serious crime
(eg.drug dealing)
Information has to be shared on a need to know basis
Exam Question
Explain why it is not always possible to maintain
confidentiality in care settings. (3 Marks)
Protection
 From what?
 What could cause a service user harm in a care home?
 What are the 4 types of abuse?
 What are the signs of abuse?
Split your A3 sheet into 4
Discuss what the signs of each
type of abuse might be
Neglect
Physical
Emotional
Sexual
Abuse
 http://www.youtube.com/watch?v=I8mArKY0jUM&safe=
active
Equal and Fair Treatment
Define these key terms:
 Discrimination
 Prejudice
 Race
 Ethnicity
 Equality
 For what reasons could people be discriminated against?
 What discrimination can occur in health and social care settings?
 How can we ensure these do not happen?
Direct discrimination
 Overt individuals openly discriminate against others.
 Occurs when it is obvious by words or actions of an individual that
they are deliberately disadvantaging against another person.
 i.e. Within a care setting giving preferential treatment to some
groups or denying treatment to some groups.
Indirect discrimination
 This is not as obvious (Covert)
 It is when certain conditions are in place that
demonstrates a preference for some people over others.
 Rules and regulations make it impossible for a person
belonging to a specific group fully participate in society.
 Difficult to prove, because it is not obvious that this is
what is happening.
Emily went to the dentist with a painful
toothache. The dentist prescribed antibiotics
and said that Emily would have to wait for a
week before any treatment could be given.
Emily is still in pain.
Is this discrimination or not?
Ahmed is diabetic and is in hospital being
treated for a heart condition. A nurse offered
to cut the fingernails of other patients on the
ward but refused to cut Ahmed’s nails saying
that he would need specialist attention
because of his diabetes.
Is this discrimination or not?
Ola’s parents cannot afford to buy her a
computer with Internet access, yet all her
friends at school have good Internet access
at home.
Is this discrimination or not?
Michael went for a job interview where he
explained that his religious views prevented
him from working on Sundays. The employer
claimed to respect different religious views,
but Michael did not get the job. He was told
that he was not sufficiently flexible in his
attitudes to being available for work.
Is this discrimination or not?
Types of discriminatory
practices?
 There are 8 types, what are they?
Discriminatory
practices.
Types of discriminatory
practices?

There are 8 types, what are they?
Covert abuse of
power
Infringement of
rights
Overt use of power
Discriminatory
practices.
Prejudice
Abuse
Bullying
Labelling
Stereotyping
Bases of discrimination
The cause of any discrimination is termed as the basis of
discrimination. For example, a person may be
discriminated against on the basis of their diversity.
The bases of discrimination are:
 Culture
 Disability
 Age
 Social Class
 Gender
 Sexuality
 Health status
 Family status
 Cognitive ability
How can we challenge
discrimination?
 Create a role play in a health and social care setting
where someone is discriminated against.
 Now have someone challenge that discrimination
How can we challenge
discrimination?
Three categories:
 Challenge at the time
 Challenge afterwards through procedures
 Challenge through long-term proactive campaigns
Consultation
 What does this mean?
 How can we do this?
Exam Question
 Identify two Rights of patients (2 Marks)
 Describe how these rights could be supported in a health
and social care setting. (4 Marks)
Maintaining Rights
 Must use appropriate terminology
There are certain words we
need to use when we talk
about maintaining rights
Why it is important to maintain
individuals rights?
 to make people feel valued/raise self-esteem
 to empower
 to instil confidence and trust
 to feel safe
 to equality of access to services/treatments
 to have your individual needs met
Exam Question
Explain why it is important for patients at a hospital that
the rights of individuals are maintained (6 Marks)
How can we maintain rights?
 By providing advocacy
 Care workers need to ensure that if a person cannot speak for
themselves there is someone available to speak on their behalf.
 Research an advocacy service.
 Answer the following questions:
 What are the called?
 Who do they speak on the behalf of?
 What do they do?
How can we maintain rights?
 By using effective communication.
 What does Jargon mean?
 What does Patronise mean?
 Do you think these care workers should use either of these when
talking to service users?
 Why not?
In your books write down:
 Care workers should not be patronising or speak in a patronising
tone because……
 Care workers should not use jargon because……
 What should care workers do if their service user speaks EAL or
has a hearing impairment?
How can we maintain rights?
 By challenging discriminatory behaviour.
 What is discrimination?
 So what would discriminatory behaviour be?
 In groups make a role play where discriminatory behaviour is not challenged
 Now make a role play where it is
 What is the difference to the service user?
 CW’s should not accept any kind of discriminatory behaviour at any time, they
should:
 Have policies and procedure in place – like what?
 Challenge the behaviour at the time – how?
 Follow up and challenge through procedure – how?
 Long term pro-active campaigning – what does this mean?
How can we maintain rights?
 By providing up-to-date information.
Health Service Profile
Service:
Name of service:
Location:
Contact Details:
Opening times:
Services offered:
Any other information:
How can we maintain rights?
 By providing up-to-date information.
 CW’s should provide SU’s with information they need in order to
make choices about services, for example, opening hours of
services available to them, types of care provided, the location of
the different services, and alternatives there are available if they
want to change their mind.
How can we maintain rights?
 By providing information about complaints procedures.
 CW’s should ensure that the SU’s know how to complain so that if
they are not happy with any aspect of the service they are
receiving they can do something about it. CW’s/managers must
also ensure the follow up any complaints made.

Writing your letter of Complaint
Paragraph 1
Introduce yourself and tell the manager where you went, when you went and, briefly, what
the problems were.
Paragraph 2 & Paragraph 3
Write about the problem in more detail. Give evidence and write about how you felt let down in
detail.
Paragraph 4
Write about how you want the manager to solve the problem (for example, money back,
compensation, an assurance that this will not happen to anyone again)
Before you write your letter, think about the following:
• Formal Language - Avoid slang words.
• Use key words - Make a list of the key words that you need.
Make sure that your sentences are linked together. What linking words or CONNECTIVES
could you use?
Make sure that you have evidence to support your opinions.
Tone of the letter. Be polite and firm. Do not be aggressive.
Exam question
 Describe two ways effective communication could be
used by staff at Woodbridge to support the rights of
residents. (4)
Understand how legislation
.
impacts on care settings
Exam
Preparation
Starter
Look at the pictures on
the following slide.
In you groups write
down a sentence about
how the individuals are
feeling.
Share your
thoughts
Learning Objectives
Define the following key terms
–
 law, legalisation, gender and
discrimination.
Be aware of key laws that
promote anti discrimination and
equality.
Key Terms – Task 1
In your groups find a definition for the following terms
Law
Legislations
Gender
Discrimination
The Laws
 Equality Act 2010
 Sex Discrimination Act
 Disability Discrimination Act
 The Children’s Act 1989/2004
 Race Relations Act
 Mental Health Act 2007
 Health and Safety at Work Act
 Data Protection Act
Copy this table into your book…
Act
Who does this protect?
Equality Act 2010
Sex Discrimination Act
Disability Discrimination Act
The Children’s Act 1989/2004
Health and Safety at Work Act
Data Protection Act
Race Relations Act
Mental Health Act 2007
Complete the table by inserting a list of the
groups of people who are protected by this
act.
Children and young people, Older Adults, People
with disabilities, Men, Women, Vulnerable
adults, Ethnic minority groups, Everyone
Exam Question
Legislation is relevant to different groups of people. An example is
given in the table.
Complete the table below to identify three other groups of people.
(3 Marks)
Example: Older Adults
1
2
3
The Laws
 Equality Act 2010
 Sex Discrimination Act
 Disability Discrimination Act
 The Children’s Act 1989/2004
 Race Relations Act
 Mental Health Act 2007
 Health and Safety at Work Act
 Data Protection Act
You are going to
create a booklet on
legislation to use for
revision.
Each piece of
legislation needs a
page that says
- Who it protects?
- Key Features of the
act
Exam Question
Identify one key feature of each piece of legislation.
(3 Marks)
 Children Act
 Equality Act
 Mental Health Act
Mark Scheme
One mark for each correct feature identified.
Three required.
Children Act 2004
• aim is to protect children (who are at risk)
• the paramouncy principle-children’s needs comes first
• children have the right to be heard
• children’s wishes have to be taken into consideration
• support must be provided to keep families together
where this is possible.
Mark Scheme
 Equality Act 2010
• prohibits discrimination in education, employment, access
to goods and services, management of premises, housing
• covers direct and indirect discrimination
• covers victimisation/harassment
• changed the definition of gender re-assignment
• covers discrimination on the basis of a protected
characteristic.
• perception/association/third party is now an offence
• women have the right to breastfeed in public places
• pay secrecy clauses have been made illegal
Mark Scheme
 Mental Health Act 2007
• compulsory admissions for people who are thought
to be a danger to themselves or to others
• sets out processes and safeguards for patients with a mental disorder
(sectioning procedures)
• professional roles – broadens the group of practitioners
• nearest relative – patients right to have their nearest relative to
represent them
• supervised community treatment (SCT)/aftercare
• electro convulsive therapy (ECT) – new safeguards for patients
• provides a duty to provide advocates
• age appropriate services.
Exam Question
Choose either the Equality Act 2010 or Mental Health Act
2007. Describe key aspects of the legislation you have
chosen. (6 Marks)
The impact of legislation
Legislation has impacted health and social care in a number of ways.
Match the impact with who it has impacted
People who use the
services
It has forced policies and
procedures to be put in place.
(e.g. health and safety policy)
Care Practitioners
Can exercise their rights
Service Providers
It has raised standards of
training and therefore
improved the quality of care
people are giving.
What are the values of care/care
values?
 There are three
Promoting equality and diversity
Maintaining confidentiality
 P________ _______ and _________
Promoting individuals rights and beliefs
 M__________ ______________
 P_________ ___________ ______ and _______
Values of care
 What do all of these things mean?
 Rights
 Beliefs
 Equality
 Diversity
 Confidentiality
How can each of these care
values be applied?
 Care value corners
Create a poster to show what one
care value means and how it can be
applied
 Describe how each of the values of care could be applied
(6)
Early years Care values
 What is meant by early years?
 Why might there need to be more care values for
younger people?
 Worksheet
Where are the values of care applied?
Health care settings
Social Care Settings
Early years and
education settings
 Draw this table into your books and fill in relevant
settings:
Why is it important to apply values of
care?
It is important to apply the values of care in order to
_____________________________ which means that all patients would
receive the appropriate care and attention no matter what setting they
were in.
It is also important to ___________________________ so that all service
users feel safe.
Another reason is to ___________________________ this means that
people are aware of what rules they have to follow and the service can
progress.
Finally it is important to _____________________ so that service users
are getting the very best treatment and will feel as comfortable as possible
wherever this is occurring.
Provide clear guidelines to
inform and improve practice
Improve the quality of care
Maintain or improve quality of
life
Ensure standardisation of care
The effects on people who use services if
the values of care are not applied
P_______
Physical
S_____
Social
I___________
Intellectual
E________
Emotional
Exam Question
 Analyse the possible effects on a child
if the values of care are not applied (8
Marks)
Complete this table
Security Measures
Security Measures
Security Measure
Checking external
entrances
Monitoring of keys
Draw up
thisontable:
Security
pads
doors/locks on doors
Window locks
Reporting of
concerns to line
managers
Identifying staff
CCTV
Alarmed doors
How could this measure protect residents?
Woodbridge is a residential care home for
older adults. Some of the residents have
dementia. Recently one of the residents with
dementia was found confused and alone in a
nearby park. The staff at Woodbridge to
balance the rights of all residents with the
need for safety.
Identify two security measures that could be
put in place at Woodbridge (2)