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Please follow learning out come as she can afford to ail again XXXXXXXXXXAssignment guidance for XXXXXXXXXXBSc (Hons) Health and Social Care Living with Health and Social Care HSC_5_006 Summative Assessment Summative Assessment: Summative Assessment: This assessment will take the form of an individual reflective account of the student journey through a problem-based learning exercise over the semester. 3000 words (One element of assessment with 100% weighting and 40% pass mark) Module learning outcomes Knowledge and Understanding:  Discuss individual scenarios and relate them to the service user’s perspective.  Analyse service user’s needs and assess available resources in a named locality.  Interpret available services against best practice guidelines.  Intellectual Skills:  Summarise the needs identified and relate them to service availability.  Recognise the individual needs of the person, as well as the dynamic family needs associated with living with a health or social care deficit.  Debate the merits of various strategies for meeting the needs.  Transferable Skills:  Develop problem based learning skills. Deadlines Work must be submitted through the Moodle site, the deadline for submission is 23.59hrs. Late submissions will not be accepted Assessment submission date: 14/05/2020 Assessment submission cut-off date: (This later date is only applicable to students with DDS) 28/05/2020 Feedback available to students via VLE Moodle on: 18/06/2020 Assessment resubmission date: 13/07/20 Format  Coursework can be submitted as a PDF or word document  Font must be one of the following: o Times, size 11 o Arial, size 11 o Palatino, size 11 o Geneva, size 11  Predominant letter style to be Plain Text, using lower case with upper case for Initial letters.  Double Spaced  Margins: 3.0 cm approx.  Page numbers: to be provided centrally, at the bottom of the page. The file must be saved using candidate number e.g XXXXXXXXXXdocx. Draft submission Guidance below taken from ‘Reading Draft Coursework Policy’: You may not submit draft material within two weeks of the final submission You may submit a single draft to the module co-ordinator either:  An outline of the broad structure of the intended assessment (no more than one page)  500 words (maximum) from within the assessment 30/04/20 Draft material will not be reviewed for second or third submissions – it is expected that the feedback from prior submission combined with a remedial tutorial should be sufficient. date Staff will not give any indication of expected mark or outcome. Group tutorials One three-hour session will be dedicated to assessment guidance. This will consist of a session in the learning resource centre on how to technically create a poster and input from the lecturer on content and academic writing. One group tutorial outside lesson time will be offered for those that need additional support and guidance. Date to be published on Moodle in due course. Advice for Students Please use all LSBU resources to help you in addition to the module content Skills for Learning Library resources and referencing. Marion Brown and library team will identify academic material to assist in your studies. This includes searches for legitimate (academic) information on websites. Reflective writing style Reflective writing is a way of processing your practice-based experience to produce learning. It has two key features: 1) It integrates theory and practice. Identify important aspects of your reflections and write these using the appropriate theories and academic context to explain and interpret your reflections. Use your experiences to evaluate the theories - can the theories be adapted or modified to be more helpful for your situation? 2) It identifies the learning outcomes of your experience. So you need to include a plan for next time identifying what you would do differently, your new understandings or values and unexpected things you have learnt about yourself As a large proportion of your reflective account is based on your own experience, it is normally appropriate to use the first person ('I'). However, most assignments containing reflective writing will also include academic writing. You are therefore likely to need to write both in the first person ("I felt…") and in the third person ("Smith XXXXXXXXXXproposes that …"). Identify which parts of your experience you are being asked to reflect on and use this as a guide to when to use the first person. You will produce a balance by weaving together sections of 'I thought… 'I felt,' and the relevant academic theories in the same section or paragraph. This is more effective than having a section which deals with the theory and a separate section dealing with your experiences. Try to avoid emotive or subjective terms. Even though you are drawing on your experiences (and they may well have been emotional), you are trying to communicate these to your reader in an academic style. This means using descriptions that everyone would understand in the same way. So rather than writing, "The client was very unhappy at the start of the session", it might be better to write, "The client was visibly distressed because…", or "The client reported that he was very unhappy because". This shows that you are aware that the client's understanding of 'unhappiness' may be quite different from yours or your readers. When writing about your reflections use the past tense as you are referring to a particular moment (I felt…). When referring to theory use the present tense as the ideas are still current (Smith proposes that...). Guidance for content of assignment For this assignment, you need to use a reflective writing style. You may use a named model or use aspects from several models. However, you must include the answers to the questions posed below. Description: (indicative 500 words) What is the stimulant for reflection? Eg participating in a module using a problem based learning approach. Identify relevant examples which illustrate the reflective process; choose a few of the most challenging or puzzling incidents and explore why they are interesting and what you have learnt from them. Start with the points you want to make, then select examples to back up your points, from your two sources of evidence: i) your experiences ii) theories, published case studies, or academic articles Feelings: (indicative 500 words) What were your reactions and feelings? At the start, during and at the end of the problem based learning approach. Evaluation: (indicative 500 words) What was good and bad about the experience? Consider your experiences and those of the group. What has changed in your understanding of yourself, your academic understanding, group dynamics and your own learning strategies? Analysis: (indicative 1000 words) What sense can you make of the situation? Bring in ideas from outside the experience to help you. What was really going on? Use the literature to support you. Could anything have been done differently? How do the stages of the event relate to each other? Is this event/feeling similar to/different from others that you or other people have experienced? Are your observations consistent with the theory, models or published academic evidence? How can the theories help you to interpret your experience? Consider how your experience in practice helps you to understand the theories. Does it seem to bear out what the theories have predicted? Or is it quite different? If so, can you identify why it's different? (Perhaps you were operating in different circumstances from the original research, for instance.) Conclusion (indicative 500 words) (general): What can be concluded, in a general sense about the group dynamics, and the analyses you have undertaken? What have you learnt? (specific): What can be concluded about your own specific, unique, personal situation or ways of working? What are you going to do differently in this type of situation next time? What steps are you going to take on the basis of what you have learnt? Once you have written your assignment: Review your assignment and ask yourself if you have: 1. Met the word count 2. Presented the information logically and concisely using the structure above 3. Explained terms and concepts clearly 4. Used appropriate grammar and spelling 5. Referenced all sources appropriately meeting LSBU requirements 6. Ensure all learning outcomes can be demonstrated in the assignment. 7. Review your work according to the marking guidelines – this assignment is marked using a Level 5 marking rubric. The details of this can be found on Moodle in the Module Assessment Folder. 8. Finally – read the work out loud to yourself as a ‘sense’ check

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Tanaya · Accepted Answer

LIVING WITH HEALTH AND SOCIAL CARE
HSC_5_006
Table of Contents
Introduction	3
Description	3
Feelings	4
Evaluation	6
Analysis	7
Conclusion and Action Plan	10
References	12
Introduction
Reflection on health as well as social care plays an essential role in improving and challenging practices. The process of reflection allows the health workers and the service providers to deal with sensitive challenges that they face during their work. In this study, through reflection, the social and healthcare role of a service provider will be highlighted. This will also ensure an understanding of the various stages of the process of care provision. There are several questions, which can be raised, based on the situations, which are being handled by the care provider. This includes the situation, in which the services users are bound. For instance, if the needs of the service users are once a week or every day, whether the service users have been visited by their relatives and whether the service users find difficulty in accepting help from the care provider. Therefore, in the current assignment, reflection of this situation has been done, using the Gibb's Reflective Cycle, evaluating the situation of Oluwa family.
Description
We have observed that when a patient is supported by multiple numbers of service providers, there arises a complex situation of caring providing (Choi, Seo & Kim, 2019). Patients suffering from multiple diagnoses at times require care from a multitude number of care providers. These patients suffer from multiple illnesses and are under palliative care. Under these situations, most often, it is observed that there is a communication gap between the different care providers providing services to the patient (Yew & Goh, 2016).
This situation was observed in the studied case of Oluwa family. We realised while working with the case, that the members Mahmut Oluwa and his wife Gladys needs the most care and support in the family. Especially, with age and frailty, Mahmut have been suffering from dementia. This added to his increased number of falls and injuries. On the other hand, Gladys is equally old and needs care support to cope up with her arthritis. We as a team realised that for Gladys at her age it was difficult to support her ailing husband with his daily tasks including movements and washing. We perceived that one of the toughest challenges in the process of care provision is the availability of the staffs so that they can meet up with the care situations (Song & Sakao, 2016). In this case of the elderly care, the decentralisation of the care services demands for collaboration of the care actions, which helps in the empowerment of patients. 
When we assessed the Oluwa family’s case, we observed that as care providers we might need to involve the family members so that the service users can participate more actively in their own care procedures. We felt, for caring Mahmut and his wife Gladys, an equal collaboration and communication is very crucial in between the rest of the family members especially Sarah and Ben. This situation can be explained by two theories. One theory is the patient and family centred care. In this kind of approach, we as a service provider follow a thorough method of planning, evaluation and delivery of the care processes. This kind of services that are provided to the elderly care users is grounded based on the mutual-partnership in between the care users, service providers and families (Selby, Board & Velikova, 2018). The family-centred care with equal involvement from Ben and Sarah would make the care process effective and efficient. On the contrary, we as a team were reflecting on the importance of family-based care, especially which is applicable in case of Oluwa family, we felt this is one way, by which the service providers can invoke the need of collaboration and ensure the Oluwa family is provided with the best services. In many cases, we have studied that while providing services to the elderly service users supporting partnership with the family of the user is important. This helps in ensuring quality as well as the safety of the care provided in the Patient partnership care.
Since each patient is unique, we realised involving not just Sarah and Ben but also Beth, Jacob and Solomon to involve in the care process will be vital. Especially, as we observed from the case study, that Beth was clearly closer to her grandparents and Solomon was drifting away from his family due to lack of adequate attention and care. With this kind of approach, we as a team realised that it will not just address the care needs of the Oluwa family, but also will incorporate respect for values, preference, beliefs, personal goals, which will also be added in the health care promotion. 
As we reviewed the case of Oluwa family we perceived, the service providers might have to implement the health belief model to evaluate if the health services that are provided to the service users are benefited by them and are self-sufficient (Zeigheimat et al. 2016). Further to this model, we believe will also help in determining the engagement of the service users with the health behaviours. This includes determination of the severity of the problems, the barriers as well as the benefits of the treatments and the preventive actions that have been taken up by the Oluwa family for managing the health of the Mahmut and Gladys. We realised by adopting this kind of approach the service providers can create engaging programs for the family so that it not only helps Mahmut and Gladys, medically but also helps in the reduction of the stress for the family.
Feelings
On the first few days of the problem-based study for the Oluwa family, I understood that professional learning could only be achieved through practice. Moreover, during our practice, problem-based learning approach played the backbone of the training process. I have realised gaining competence in the service can only be achieved through continuous motivation that will also contribute to increasing the competency of the service providers. This is a far better method of learning rather than the approaches, which we were taught like humanistic theory or the scientific theories (Lee, 2018). In problem-based learning, I realised that there would be situations when the service users can be difficult, and that may create difficult situations. In most of the cases, this kind of difficulties can result in the generation of negative responses. Especially considering the case of Oluwa family, dealing with Mahmut can be a difficult process since he refuses to take help for performing his daily tasks and especially strict about being helped around by his family members. Due to being a service provider, it will take proper communication and convincing to enable Mahmut take assistance and support from the service provider.
Moreover, the situation can also give rise to the conflict situation. This situation can add more difficulties for the family member like Sarah and Ben to cope up with their workplace or while communicating a critical service to Mahmut, assisting in his daily task, in the service process. In order to tackle this situation, during the problem-based approach, firstly, I have observed there are certain behaviours within ourselves that poses barriers in providing our best services to the users (Piatak et al. 2018). These barriers are in terms of the assumptions that include difficulties, aggressiveness and stubbornness. Hence, I understood initially there would be a challenge in convincing the family to take service care support especially for Mahmut and Gladys. I have learned to question and to understand while a certain kind of behaviour or assumptions have been developing in the problem-based study. This helps me in creating motivation even during difficult moments. 
To deal with barriers and challenges in convincing the family, I also learnt the process, by which the behaviour of the other people can be influenced. Rather than blaming or being accusatory, I have realised in most cases, treating the challenge as a shared problem always helps. This allows both the Oluwa family and us as service provider to collaborate and understand each other’s problems rather than being aggressive and blaming each other. While discussing the case, we faced challenges understanding each other, as each of the members had their own perception and views of doing any activity. This led to development of frustration since we were not able to understand each other, which is crucial in any team-based activity. This also hinders in the generation of positive feedback from the care users, which as a service provider; I feel plays a huge advantage in building rapport and influence (Kamei et al. 2017). 
Another aspect,

Please follow learning out come as she can afford to ail again XXXXXXXXXXAssignment guidance for XXXXXXXXXXBSc (Hons) Health and Social Care Living with Health and Social Care HSC_5_006 Summative...

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