Developing Effective Communication in Health and Social Care

Aim and purpose

This unit aims to enable learners to understand effective communication, the barriers that may exist and ways to overcome these. The unit will give learners the opportunity to gain the interpersonal skills needed to embark on a career within the health or social care sectors.

Assessment

In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria for a pass grade describe the level of achievement required to pass this unit.

P1 explain the role of effective communication and interpersonal interaction in a health and social care context

P2 discuss theories of communication

P3 explain factors that may influence communication and interpersonal interactions in health and social care environments

P4 explain strategies used in health and social care environments to overcome barriers to effective communication and interpersonal interactions

P5 participate in a one-to-one interaction in a health and social care context

P6 participate in a group interaction in a health and social care context.

M1 assess the role of effective communication and interpersonal interaction in health and social care with reference to theories of communication

M2 review strategies used in health and social care environments to overcome barriers to effective communication and interpersonal interactions

M3 assess their communication and interpersonal skills in relation to each interaction.

D1 evaluate strategies used in health and social care environments to overcome barriers to effective communication and interpersonal interactions

D2 evaluate factors that influenced the effectiveness of each interaction.

Assessment

Assessment of this unit could be in two parts. The first can focus on learners’ understanding of communication in practice, and the second on outlining the interactions which must be carried out to demonstrate and evaluate personal skills. Because of the nature of this unit it is important that learners demonstrate that they are able to observe confidentiality. Photographs/DVD recordings of individuals or staff in health and social care environments should not be used. Learners may record their interactions during role play for assessment purposes.

Examples and evidence of understanding to enable learners to explain communication in practice for P1, P2, P3 and P4 should, preferably, be from their work placements, but could also be from their personal observations, when using services, or from ‘real life’ documentaries, case study or DVD extracts. Different types of interpersonal interaction should be included and explored; one-to-one and group interactions
between professionals and people using services and between professionals. Examples should be selected carefully to illustrate communication and link to theories (P1 and P2). Examples should focus on the positive aspects of interactions and demonstrate learners’ understanding of the central role of communication in building trusting relationships, building self-esteem and providing appropriate support to meet the needs of individuals using services. Examples of how professionals use communication to assess, plan, reflect and share information should also be included. One-to-one role play could be reflected on and used to explain Argyle’s communication cycle and group role play could be used for Tuckman’s stages of group interaction.

To achieve P3 and P4, learners must include positive and negative factors which influence communication. There should be a clear explanation of how each factor, including environmental and personal factors, may influence the outcome of the interaction for each party. They will go onto review the strategies which may be used to overcome the effects of these factors, including the use of alternative methods of communication; both human and with technological aids.

To achieve P5 and P6, learners must draw on their knowledge and understanding to demonstrate their own skills in different contexts. The one-to-one and group interactions should involve people using services. These could be evidenced through role play or during work experience. Evidence must be of effective interaction, and may be addressed through witness testimony and learners’ own reflection.

At merit grade learners will assess the role of communication in more depth. They may use the same examples from P1, but will develop their evidence to explain why communication is so important and how this may impact on the services provided (M1). To achieve M2, learners should review a wide range of strategies assessing the potential for each to overcome barriers to communication. Learners will use examples
from their interactions, bringing together different aspects to form a realistic assessment of their own skills (M3).

To achieve D1, learners must evaluate the strategies used to overcome barriers to communication. They should include those which are used to break down more common barriers but also those caused by more challenging and complex situations professionals working in health and social care environments face, for example communication affected by mental health problems, drugs or alcohol, or dementia. Learners will evaluate a range of positive and negative factors that influenced the outcomes of their two interactions for D2.