Exam Questions Jun 2018 Flashcards
Case Study Scenario: Ill Health
Daniel was a baby when he was diagnosed with cystic fibrosis, which is a life-limiting genetic condition. His family were told that the main health concerns with this condition are lung and digestive system problems.
Daniel is now eight years old and his family support him to manage his condition.When the diagnosis was confirmed, Daniel began a support programme. Daniel’s attendance at school has dropped as a result of his condition. He is now continuing with his support plan. However, Daniel’s family are worried about how Daniel will manage his condition in school and also how he will manage it when he is an adult.
Q: Identify two other health and social care professionals, apart from the GP, who
could work with Daniel.
Award one mark for any of the following up to a maximum of two marks. Nurse (clinical/specialist nurse/nurse practitioner) Healthcare assistant/Support Worker/Care Assistant Social worker Psychologist Physiotherapist/respiration therapist Cystic fibrosis care team programme manager Dietitian Radiologist Pharmacist Consultant/Specialist Doctor Do not accept GP, Doctor, Youth Worker, or Health Visitor.
Case Study Scenario: Ill Health
Daniel was a baby when he was diagnosed with cystic fibrosis, which is a life-limiting genetic condition. His family were told that the main health concerns with this condition are lung and digestive system problems.
Daniel is now eight years old and his family support him to manage his condition.When the diagnosis was confirmed, Daniel began a support programme. Daniel’s attendance at school has dropped as a result of his condition. He is now continuing with his support plan. However, Daniel’s family are worried about how Daniel will manage his condition in school and also how he will manage it when he is an adult.
Q: Describe two ways that health and social care staff could work with Daniel’s family during his support programme.
Award one mark for each identification and one
additional mark for an appropriate expansion up
to a maximum of four marks.
Assessment, care and support planning (1) so
the family are involved (1).
Supporting day-to-day routines re family life and
education (1) so the family are not on call 24/7
(1).
Training (1) so the family can administer
care/medication by themselves (1).
Help with psychological needs (1) to support the
family to cope with their emotional needs (1).
Keeping informed/explaining information (1) so
the family understand Daniel’s treatment (1).
Professionals act as advocates (1) to put the
family’s point of view forward (1).
Respite care offered (1) to give the family a
break from 24/7 care (1).
Accept any other valid response.
Answers must refer to Daniel’s family, not
specifically to Daniel.
Case Study Scenario: Ill Health
Daniel was a baby when he was diagnosed with cystic fibrosis, which is a life-limiting genetic condition. His family were told that the main health concerns with this condition are lung and digestive system problems.
Daniel is now eight years old and his family support him to manage his condition.When the diagnosis was confirmed, Daniel began a support programme. Daniel’s attendance at school has dropped as a result of his condition. He is now continuing with his support plan. However, Daniel’s family are worried about how Daniel will manage his condition in school and also how he will manage it when he is an adult.
Q: Explain how staff could empower Daniel to promote his rights, choices and
wellbeing.
Answers will be credited according to the
learner’s demonstration of knowledge and
understanding of the material using the
indicative content and levels descriptors below.
The indicative content that follows is not
prescriptive. Answers may cover some/all of the
indicative content but should be rewarded for
other relevant answers.
Individualised /person-centred care for Daniel,
so he is involved in decisions about his care.
Promoting Daniel’s dignity and independence, for
example teaching him to use physio techniques.
Supporting Daniel’s beliefs and cultural
preferences, for example arranging hospital
appointments so they do not clash with events
Daniel wants to attend.
Helping Daniel to express his needs and
preferences, for example assertiveness training.
Respecting Daniel’s confidentiality by ensuring
any information about Daniel is on a need to
know basis.
Case Study Scenario: Ill Health
Daniel was a baby when he was diagnosed with cystic fibrosis, which is a life-limiting genetic condition. His family were told that the main health concerns with this condition are lung and digestive system problems.
Daniel is now eight years old and his family support him to manage his condition.When the diagnosis was confirmed, Daniel began a support programme. Daniel’s attendance at school has dropped as a result of his condition. He is now continuing with his support plan. However, Daniel’s family are worried about how Daniel will manage his condition in school and also how he will manage it when he is an adult.
Q: Discuss how personal information about Daniel might be managed by professionals who assess his medical needs.
Answers will be credited according to the learner’s
demonstration of knowledge and understanding of
the material using the indicative content and
levels descriptors below. The indicative content
that follows is not prescriptive. Answers may
cover some/all of the indicative content but
should be rewarded for other relevant answers.
Answers might refer to the need to:
treat information about patients with
confidentiality
Age of Daniel (8 years is too young to give
consent)
communicate with relevant individuals pass on
medical information, e.g. from GPs to hospital
consultants where further treatment is needed
share information with, for example CF
support groups, if Daniel’s circumstances
change/child protection
respect the legal responsibilities of disclosing
information/data protection
follow policies and procedures
Implement protection measures, e.g. for those
who are the focus of the information, such as
Daniel and his family, and the professionals
who manage the cases.
Case Study Scenario: Learning Disability
Finn is 13 years of age. He has Down’s syndrome. He has some learning disabilities
but still attends his local secondary school. Finn also has some mild hearing loss,
which has led to difficulties in his speech and language development.
Finn is attending the local hospital to receive specialist additional support for his
health and learning disabilities.
Q: Identify two ways that hospital staff could support Finn’s rights
Award one mark for any of the following up to a
maximum of two marks.
Respecting Finn’s personal beliefs (1).
Not to be discriminated against (1).
To be communicated effectively with (1).
His information kept confidential (1).
Treat him with respect to maintain his dignity
(1).
Protecting Finn from abuse (1).
Providing individualised care for Finn (1).
Reference to a specific human rights, for
example privacy, freedom of speech (1).
Provide an advocate (1).
Provide assistive technology e.g. hearing aids
(1).
Providing choice/involving Finn (1).
Accept any other valid response.
Answers should refer to hospital staff.
Case Study Scenario: Learning Disability
Finn is 13 years of age. He has Down’s syndrome. He has some learning disabilities
but still attends his local secondary school. Finn also has some mild hearing loss,
which has led to difficulties in his speech and language development.
Finn is attending the local hospital to receive specialist additional support for his
health and learning disabilities.
Q: Describe two ways that services could support Finn’s learning disabilities.
Award one mark for each identification and one
additional mark for an appropriate expansion up
to a maximum of four marks.
Assessment of his individual needs (1) so as to
provide specialist staff support (1).
Provide resources (1) to allow Finn to fulfil his
potential (1).
Encouraging Finn to express his needs and
preferences (1) so he feels valued/
involved/empowered in the plans (1).
Making Finn feel welcomed and engaged in the
process (1) so he views the support/
intervention positively (1).
Involving/informing Finn and/or his family (1) so
support can continue at home (1).
Providing access to support groups (1) where
Finn can develop his social skills (1).
Identify appropriate goals (1) to allow progress
to be monitored (1).
Accept any other valid response and any other
appropriate wording.
Do not accept educational services.
Case Study Scenario: Learning Disability
Finn is 13 years of age. He has Down’s syndrome. He has some learning disabilities
but still attends his local secondary school. Finn also has some mild hearing loss,
which has led to difficulties in his speech and language development.
Finn is attending the local hospital to receive specialist additional support for his
health and learning disabilities.
Q: Explain ways that health and social care workers can promote effective communication for children with learning disabilities.
Answers will be credited according to the
learner’s demonstration of knowledge and
understanding of the material using the indicative
content and levels descriptors below. The
indicative content that follows is not prescriptive.
Answers may cover some/all of the indicative
content but should be rewarded for other
relevant answers.
Assessing individual needs, identifying and
allocating appropriate resources.
Supporting individuals to express their needs and
preferences by involving formal and informal
support.
Sign posting to organisations such as MENCAP to
support people with learning disabilities.
Working with and training the family to promote
effective communication.
Monitoring and reviewing care plans.
Supporting children with communication
strategies such as Makaton.
Staff training.
Role modelling effective communication skills etc.
Positive response to children’s attempts at
communication.
Case Study Scenario: Learning Disability
Finn is 13 years of age. He has Down’s syndrome. He has some learning disabilities
but still attends his local secondary school. Finn also has some mild hearing loss,
which has led to difficulties in his speech and language development.
Finn is attending the local hospital to receive specialist additional support for his
health and learning disabilities.
Finn experiences communication barriers.
Q: Discuss other possible barriers that service users with a learning disability could
face when accessing health and social care services.
Answers will be credited according to the
learner’s demonstration of knowledge and
understanding of the material using the
indicative content and levels descriptors below.
The indicative content that follows is not
prescriptive. Answers may cover some/all of the
indicative content but should be rewarded for
other relevant answers.
Possible barriers to access:
Cognitive barriers. Not understanding the
information that is provided.
Perception issues –lack of accurate information
and support.
Physical and sensory disabilities – additional
support needed to access the services.
Poverty and associated extra costs related to
managing an impairment – social care support,
other mobility and communication adaptation
aids.
Discrimination / equality issues.
Emotional barriers caused by other people’s
attitudes leading to feelings of isolation or being
stigmatised. Lack of confidence.
Individual preferences to see a specific health or
social care worker.
Lack of awareness of the resources available.
Lack of funding for services.
Mobility barriers such as unmarked steps.
Geographical location and cost of transport to
get to the service providers.
Do not accept reference to communication
barriers.
Case Study Scenario: Physical/Sensory Disabilities
Emily is 44 years old and has multiple sclerosis (MS). Emily has impaired vision and
reduced mobility because of her MS. She can live independently in her own home
with informal support from her family and friends. However, Emily’s GP has asked
for extra support and a twice-daily visit from a domiciliary care service has been
arranged.
Claire is the main care assistant who helps Emily with her personal care needs.
However, Emily dislikes the fact that Claire spends too much time talking and does
not give her enough help around the house. Emily has asked for the domiciliary care
to stop.
There have been other complaints about the care assistants and there is now going
to be an inspection of the domiciliary care services.
Q: Identify two skills required to be a care assistant.
Award one mark for any of the following up to a maximum of two marks. Providing personal care/toileting/feeding/washing (1). Effective communicator/active listener (1). Empathetic/compassionate/caring (1). Can remain calm (1). Takes advice (1). Follows rules/regulations/instructions (1). Patience (1). Literacy/record keeping (1). Time management (1). Observation (1). Accept any other valid response. Accept any other wording. Accept responses that refer specifically to supporting people with MS.
Case Study Scenario: Physical/Sensory Disabilities
Emily is 44 years old and has multiple sclerosis (MS). Emily has impaired vision and
reduced mobility because of her MS. She can live independently in her own home
with informal support from her family and friends. However, Emily’s GP has asked
for extra support and a twice-daily visit from a domiciliary care service has been
arranged.
Claire is the main care assistant who helps Emily with her personal care needs.
However, Emily dislikes the fact that Claire spends too much time talking and does
not give her enough help around the house. Emily has asked for the domiciliary care
to stop.
There have been other complaints about the care assistants and there is now going
to be an inspection of the domiciliary care services.
Q: Describe two ways that an organisation could improve its domiciliary services.
Award one mark for each identification and one
additional mark for an appropriate expansion up
to a maximum of four marks.
Benchmarking against national standards/
assessed against quality criteria/organisation’s
code of practice (1) applying quality standards
(1).
Monitoring, reviewing, evaluating service
provision (1) to implement improvements (1).
Acting on CQC/external agency feedback (1) to
address weaknesses (1).
Provide staff training/CPD (1) to fill skill gaps
(1).
Service user feedback (1) to reduce gaps in
provision (1)
Accept any other valid response.
Case Study Scenario: Physical/Sensory Disabilities
Emily is 44 years old and has multiple sclerosis (MS). Emily has impaired vision and
reduced mobility because of her MS. She can live independently in her own home
with informal support from her family and friends. However, Emily’s GP has asked
for extra support and a twice-daily visit from a domiciliary care service has been
arranged.
Claire is the main care assistant who helps Emily with her personal care needs.
However, Emily dislikes the fact that Claire spends too much time talking and does
not give her enough help around the house. Emily has asked for the domiciliary care
to stop.
There have been other complaints about the care assistants and there is now going
to be an inspection of the domiciliary care services.
Q: Explain how a voluntary organisation, such as Multiple Sclerosis Society UK, can
support people with specific needs.
Answers will be credited according to the
learner’s demonstration of knowledge and
understanding of the material using the
indicative content and levels descriptors below.
The indicative content that follows is not
prescriptive. Answers may cover some/all of the
indicative content but should be rewarded for
other relevant answers.
Answers can refer to any voluntary support
agency or no specific agency.
Practical and emotional advice and support, for
example providing specialist information and
guidance.
Online information can be accessed from home.
Supports independent living and works with
families – gives practical solutions.
Information about personal independence
payments (pips) so can access disability
benefits.
Gives service users a voice /empowerment.
Supporting specific needs, for example providing
supportive holiday accommodation for their
family/friends.
Fundraising/raising awareness.
Providing additional equipment/resources.
Provide advocacy to speak or act on their behalf
Case Study Scenario: Physical/Sensory Disabilities
Emily is 44 years old and has multiple sclerosis (MS). Emily has impaired vision and
reduced mobility because of her MS. She can live independently in her own home
with informal support from her family and friends. However, Emily’s GP has asked
for extra support and a twice-daily visit from a domiciliary care service has been
arranged.
Claire is the main care assistant who helps Emily with her personal care needs.
However, Emily dislikes the fact that Claire spends too much time talking and does
not give her enough help around the house. Emily has asked for the domiciliary care
to stop.
There have been other complaints about the care assistants and there is now going
to be an inspection of the domiciliary care services.
Q: Discuss ways that health and social care professionals are regulated by
professional bodies
Answers will be credited according to the learner’s
demonstration of knowledge and understanding of
the material using the indicative content and levels
descriptors below. The indicative content that
follows is not prescriptive. Answers may cover
some/all of the indicative content but should be
rewarded for other relevant answers.
Must refer to professional bodies (NMC, HCPC, GMC,
CCW, NISCC) but does not have to name them.
Being familiar with and applying current codes of
practice.
Following the organisation’s codes of conduct.
Ensuring that revalidation procedures are followed,
for example nurses to complete 450 hours of
practice every three years to keep their professional
status.
Following procedures for raising concerns/complaint
and redress/ whistleblowing.
Failure to follow codes of practice can lead to
striking off the register.
If safeguarding is not maintained social care
professionals will be held accountable, for example
not ensuring confidentiality of information.
Case Study Scenario: Age-related Needs
You are a Saturday volunteer at Springfields Day Centre. The centre caters for older
people with dementia.
As you walk into the centre, Della comes over to talk to you. Della has attended the
day centre for two years. She enjoys the social interaction since most of her family
live abroad and many of her friends have died.
Della talks positively about the day centre, but a recent CQC (Care Quality
Commission) inspection has raised concerns about the quality of service being
provided at this day centre.
Social interaction is one benefit for Della of going to the centre.
Q: Identify two other benefits of going to the centre for Della.
Award one mark for any of the following up to a maximum of two marks. Promoting independence (1). Giving Della a routine (1). Promoting emotional wellbeing (1). Empower Della (1). Access to professional support (1). Keep physically active (1). Help with personal hygiene (1). Promote intellectually (1). Keeping Della safe (1). Providing nutrition (1). DO NOT ACCEPT SOCIAL INTERACTION, since already given. Accept any other valid response. Accept any other wording.
Case Study Scenario: Age-related Needs
You are a Saturday volunteer at Springfields Day Centre. The centre caters for older
people with dementia.
As you walk into the centre, Della comes over to talk to you. Della has attended the
day centre for two years. She enjoys the social interaction since most of her family
live abroad and many of her friends have died.
Della talks positively about the day centre, but a recent CQC (Care Quality
Commission) inspection has raised concerns about the quality of service being
provided at this day centre.
Q: Describe two ways a care assistant could provide for Della’s everyday needs
Award one mark for each identification and one
additional mark for an appropriate expansion up to a
maximum of four marks.
Meeting personal physical care needs (1) to maintain
dignity/hygiene (1).
Support with medication (1) right amount/keeping
records (1).
Support with food preparation (1) to meet Della’s
nutritional needs (1).
Taking Della out (1) to broaden her horizons (1).
Meeting her social needs (1) by talking and listening
to Della (1).
Raising her confidence/self-esteem levels (1) by
showing interest in her (1).
Stimulating intellectual needs (1) by doing
puzzles/thinking games with Della (1).
Accept other valid responses.
Case Study Scenario: Age-related Needs
You are a Saturday volunteer at Springfields Day Centre. The centre caters for older
people with dementia.
As you walk into the centre, Della comes over to talk to you. Della has attended the
day centre for two years. She enjoys the social interaction since most of her family
live abroad and many of her friends have died.
Della talks positively about the day centre, but a recent CQC (Care Quality
Commission) inspection has raised concerns about the quality of service being
provided at this day centre.
Q: Explain the responsibilities the manager of the day centre has towards the people
who work there.
Answers will be credited according to the
learner’s demonstration of knowledge and
understanding of the material using the
indicative content and levels descriptors
below. The indicative content that follows is
not prescriptive. Answers may cover some/all
of the indicative content but should be
rewarded for other relevant answers.
Be aware and comply with current relevant
legislation.
Make their staff aware of legislation.
Identification of other policies/procedures the
day centre should have in place.
Staff safety – risk assessments undertaken.
Protecting staff from accidents and workrelated illness and infection.
Safe control and disposal of substances
harmful to staff health.
Responds to external inspection reports.
Effective complaints and whistleblowing policy
in place.
Staff performance management observation,
reports and recommendations to help staff to
improve the way they work.
CPD – additional training to help staff to
improve the work they do.
Staff mentoring support provided, if
improvements are required.
Staff feedback encouraged
