A2 Health and Social Care

1. A2 Health and Social Care Practitioner Roles Unit HSC06

2. Starter • Discuss what went well last year, what you enjoyed and anything you found fascinating. • What would you need to do to improve this year? • Mind map a list of different practitioner roles in society (10 is enough) • Now rate these 1 – 10 (or however many you do) in terms of importance to society explaining why.

3. Unit 6 Summary This is a very brief overview of what you need to produce for this unit. • This unit requires you to investigate TWO contrasting job roles in health and social care. SECTION A The Introduction: (A01 & A02 criteria) • Employment sectors - where they work • Description of the two job roles • Job Status • Working Conditions SECTION B Evidence: (A03 Criteria) • From interview • Evidence of your own aptitudes SECTION C Evaluation: (A04 Criteria) • Comparing the Job roles • Evaluating your suitability for the job roles SECTION D appendix: (A03 Criteria) • Containing all relevant evidence

4. Information • This unit aims to increase your understanding of the world of work in health, social care, children and young people and community justice sectors. It also helps you to reflect on your own suitability for different job roles. • This unit is synoptic. It requires you to use the knowledge and understanding of life quality factors and caring skills gained in HSC01 and other AS units.

5. What you need to know, understand and demonstrate

6. What you need to know, understand and demonstrate

7. What you need to know, understand and demonstrate

8. What you need to know, understand and demonstrate

9. How you will be assessed • You need to produce a report describing and evaluating two contrasting job roles in health and social care. • It should also include an evaluation of your own suitability for these roles. • Your report should not be a shared exercise or based on a whole group topic, wholly your own work. • Work which does not demonstrate independence cannot be awarded high marks.

10. DISCUSSION A report: needs to be well organised, detailed and fully addressing all of the criteria in the grid on page 2 of this booklet. Evaluation: means you should examine all of the evidence that you have gathered and reach both positive and negative conclusions. Contrasting job roles: indicate that there should exist significant difference between the two job roles that you select (THIS IS A MUST DO!) For example Working in the community - Working in a specific location Working in the health sector - working in social care Qualified - unqualified High Status - low or little status Control over working hours - little control TASK - Now, apply these ideas to different jobs? e.g. a G.P and a nurse school teacher

11. Introductory exercise • In order to get to grips with this unit let’s try a brief exercise on your own experiences. • Think about the people you have encountered in Health & Social Care, early years or community justice settings. • Note them down (e.g, GP)

12. Introductory exercise • Now select one of them and write down as many ideas as you can about what their job involves. • Note them down

13. Introductory exercise • Now let’s organise your ideas and see you do some research

15. Introductory exercise • Finally, rank them 1 to 4 (1 being the highest and 4 the lowest) in terms of their status, including what the public, society and you think of them.

16. Introduction to report- Selecting Job Roles • You need to decide on two different / contrasting job roles. Select them on the basis of your own interest in those jobs – your research can also be based on your own career interests. • Also, it will be very useful if you know a person who works in one of these jobs, who would be willing to be interviewed. • Job roles must be from different sectors.

17. physiotherapist; • hospital nurse; (in a specific field e.g. mental health, adult, child) • dental nurse • counsellor (specific ie psychotherapist etc); • consultant; • registrar; • speech and language therapist; • audiologist; • paramedic; • medical technician; • nursery / primary school teacher; (in a specific key stage e.g. 1 -2) • nursery nurse; • classroom assistant (special needs); • special needs teacher; • special educational needs co-ordinator; • educational psychologist; • midwife • dietician

18. • social worker (in specific field e.g. fostering, child abuse, homeless, addiction etc) • domiciliary care worker; • care assistant; • officer in charge of residential/sheltered accommodation; • welfare rights advisor; • GP; • practice nurse; • community/district nurse; • health visitor; • community psychiatric nurse; • dentist; • ophthalmologist; • podiatrist/ chiropodist • radiotherapist; • occupational therapist; • pharmacist

19. Job roles in the Community Justice Sector • Police officer • Police Community Support Officer (PCOs) • Youth Offending Team (YOT) • Barrister • Solicitors • Probation Officers • Prison officer • Judges

20. SECTION B1 – Interview Subsection 1  You must describe an investigation you have carried out with a person who occupies one of the job roles you described: • You must design and use materials for a quality assurance type interview to investigate that person’s perception of aspects of their role, especially those related to job satisfaction, i.e. the extent to which their job meets their individual needs. • Your interview should confirm the accuracy of your research in Section A.

21. Interview ScheduleComplete each of the following tasks Ethical Precautions • Explain how you will maintain confidentiality and why it is important. • Explain how you will seek informed consent to carry out your interview • Describe how you will avoid causing embarrassing and distress when conducting your interview (think back to unit 2) • Refer to your Letter of Consent (in appendix) • Create an ethical approval form  

22. A description and justification of your interviewee • Explain briefly who you are interviewing. • Give some background information. • Explain why you have chosen this person to interview. • Do you know them? How might this influence the quality of your interview? • Do you have easy access to them? • Will they be reliable and give accurate information? • Are they experienced?

23. Aim of interview • State what you hope to accomplish in this interview

24. Type of interview used • What kind of interview style you are using (i.e. structure, semi- structured etc)

25. Structured and semi-structured interviews • Structured interviews require the use of a set of standardisedquestions that the researcher creates in advance. • Often, there are few open-ended questions in the interview guide. • In this way, structured interviews resemble questionnaires or surveys. • Semi-structured interviews also use an interview guide with some questions developed in advance but also allow the interviewer to stray from the interview guide, asking follow-ups as the interviewer believes appropriate. • For example, an interviewee's responses to a prepared question may raise issues that the interviewer wishes to explore further follow-up queries. • Can you think of an example?

26. Structured and semi-structured interviews • Structured interviews keep the order and phrasing of the questions consistent across interviews to ensure consistency in the data being collected. • In contrast, semi-structured interviews may prescribe a combination of questions and more general topics to cover. • Questions in semi-structured interviews are more open-ended to allow interviewers to follow issues that diverge from the guide. • Because of the open-ended responses, interviewers will often tape-record semi-structured interviews.

27. Structured and semi-structured interviews • Researchers use structured interviews when they have a well-developed understanding of the topic being studied. • When sufficient research literature exists to provide sufficient knowledge to develop relevant questions, a structured interview is sufficient. • When the literature is less developed and the researcher wants to develop a better understanding of the topic under consideration, semi-structured interviews provide a way to gain additional knowledge by allowing respondents to express their views in their own words.

28. Type of interview used • Explain that you will be using open/closed and ranking questions and explain why (strengths and weaknesses) • How will you prepare for the interview? Maybe carry out a mock interview. What went well with your mock interview? What needs to be improved? Feedback from interviewee? • How will you record your information i.e. Dictaphone etc?

29. Type of interview used • Finishing by saying the following statement. ‘A blank copy of my ethical approval form can be found in Section D in the Section B1 appendix on page’

30. Letter of consent • Letter of consent (you only do this if you do not know the interviewee) • Write a letter of consent to give to your interviewee. This should include: -You asking for permission -Who you are? What you are studying and what this unit is about. • Assure them you will maintain confidentiality and their right to withdraw at anytime • You should ensure that the person you interview is not named in your report.

31. DESIGNING YOUR INTERVIEW QUESTIONS • Begin with an introduction to who you are and what you want to find out from this interview. • Remember this should be brief as you have done this in detail in your letter of consent.

32. DESIGNING YOUR INTERVIEW QUESTIONS • You need to use a combination of closed and open questions, including where appropriate rating scales to find out about satisfaction on a range of individual needs (life quality factors).

33. DESIGNING YOUR INTERVIEW QUESTIONS • It may be easy to use the structure followed for section A of your report for your interview. For example, • Section 1 – collect personal information about your interviewee (NO NAMES!) • Section 2 – Job role questions • Section 3 – Sectors • Section 4 – Job Status • Section 5 – Conditions of Employment

34. Remember you need to find out about satisfaction of individual needs For example, if you want to find out about psychological security, you could ask: “How secure do you feel in your job?” You could use a rating question “On a scale of 1 – 5 (1 – very secure 5 – insecure) how secure do you feel in your job?” Or a closed question “Do you feel secure in your job?” Yes / No Then use a follow –up question to find out more information “Please explain your answer?”

35. DESIGNING YOUR INTERVIEW QUESTIONS • You need to create a transcript once you have carried out your interview – this should be verbatim (same words) and will be in your appendix

36. Writing up your analysis of your interview The aim of this to extract the main points that emerged about the job role from your interview: • You must include the date and time you carried out your interview, where it took place and what method you used to record your information. • Describe the ethical precautions you use (i.e. you asked the interviewee to fill in the consent form and reminded them about their right to withdraw at any time). Refer to the completed consent form in your appendix • Indicate whether the interviewee was a practitioner or client and which job role the interview refers to.

37. Writing up your analysis of your interview • State what you were interested to find out from your interview • Write up an account of your interview. Break the report down into sections. You could use the headings you have used in your interview. Don’t simply copy answers –you could say things like “When questioned on how her department is funded she indicated that……” “During the interview I asked what her pension plan provided for her she told me that….”. • Make sure you reference back to Section A e.g. ‘In my interview a stressor I described in section A was identified this was that…’ • Concisely summarises the key information found in the interview, focusing on the interviewee’s perceptions of aspects of their job role, especially satisfaction and how the job role meets their LQFs (life quality factors) needs.

38. Writing up your analysis of your interview • Put the transcript into your appendix and indicate on it on which pages in your report you have summarised/written up/analysed. • Use selective quotes from the transcript of your interview as you summarise your interview – RB: to cross reference this! • At the end sum up whether the information gathered in your interview matches what you researched in section A.

39. Do not • List the questions asked (this in your appendix) • Include marginally – relevant or trivial information For example, how many pets do you have? - Who cares! It’s not relevant.

40. A03 For High Marks (16-20) • Give a clear description • Make sure your interview is well designed • Ensure your interview is recorded accurately • Be systematic, unbiased and comprehensive • Cross reference supporting information in the appendix • Use specialist vocabulary organise and interpret information

41. What now? • Design your own and practice in front of the group!