Care values = range of standards within health and social care settings, that help to guide professionals in giving the most appropriate care to each individual. There are three main areas that must be promoted by professionals 1) fostering equality and diversity 2) fostering individuals right's and responsibilities 3) maintaining confidentiality of information Confidentiality: -in health and social care settings, information often needs to be shared e.g. private concerns, needs -information is given in trust to the care worker -permission is needed from a service user before information can be shared -the care worker should show that they are trustworthy - it will help the service user to confide in them -breaking confidentiality can cause damage to people whose rights have been infringed > it can lead to upset and a lack of trust in the future Boundaries to confidentiality: -The British Association of Social Workers (BASW) states that confidentiality is, in essence concerned with faith and trust. -However, confidentiality cannot be seen as an absolute - if a person discloses information that can be harmful to them or others, then confidentiality cannot be an absolute (particularly important for Safeguarding when working with children) > this is about keeping confidentiality within boundaries! Confidentiality and the need to know: -good care practice is about asking service users if we are ok to let other people know -it would be wrong to pass on information without asking for permission -information should be kept private unless consent is given Giving information: -when passing on information, it should be done so in confidence that the other person will keep it confidential -it is important to make sure that the people you are giving the information to, are who they say they are (must check) -service users have a right to accurate recordings of information about them -must ensure a safe storage of records > records not shared without permission
Dignity: 'the state or quality of being worthy of honour or respect' = dignity Anti-discriminatory practice: -be aware of the inner world >stereotyped views may reflect within the behaviour you adopt towards somebody e.g. speech, language, decisions -it is therefore important that workers are self-aware of their views and attitudes -understanding and recognising what discrimination looks like -having the willingness to change views and attitudes -value difference and recognise that differences do not mean someone is of lesser worth -seeing each service user as an individual and complying with individual needs e.g. religious beliefs -take an interest in the service user and celebrate their differences -use language that can be understood by all > inclusive speech -honest self=awareness and understanding of social prejudice is key to a lifelong approach to anti-discriminatory practice -respecting and promoting empowerment > individuals right to make choices and be independent (e.g. older people > empowerment will be respecting individuals right to making their own decisions about their care)
-Safeguarding =protect from harm or damage with an appropriate measure (including the physical and emotional safety) -A person-centred approach to care delivery: placing the individual at the centre of the plan, involving the individual’s needs and preferences at the centre of the care plan and involving the individual in decisions about their care There are five key features to person-centred planning: 1) The person is at the centre 2) Family members and friends are full partners 3)Reflects the persons capacities, what is important to him or her, and sets out the support needed 4)Builds a shared commitment to action that will uphold the persons rights 5)Leads to continual listening, learning and action, and helps the person to get what he or she wants out of life A person-centred plan is not only about wider goals and ambitions, but can also be about little things For people to make choices, they must be told what services are available and be aware of costs (provision of clear information)
Empowering individuals: -half a century ago professionals held the power about the types of treatment and care a person would have -People with learning difficulties may not have been consulted about their life choices - decisions were made for them -in these situations the staff held the power and service users had no power But now... The theory of empowerment is that health and care staff should not make decisions and take control of service users lives. Staff should communicate their knowledge but allow service users to make their own decisions. Empowering communication is communication that aims to give service users choice and control over the service their receive Service users own responsibilities are now very important and a huge focus (e.g. smokers can choose to smoke but must not put others health at risk)
Service users empowerment may be limited because: -some care workers may enjoy a sense of power and not let others make decisions -lack of time may represent a problem for some care workers - working in partnership takes time through having conversations -taking responsibility may be difficult for some service users, they may not have the energy, enthusiasm, confidence or a well-organised self concept
You can empower individuals by: -adapting activities and environments to meet specific needs -taking account of individuals rights, preferences, needs, likes, dislikes, beliefs -taking into account empowerment when planning care plans -having a willingness to work in partnership with others -promoting choice -using preferred methods of communication -building trust -giving positive feedback -using positive working practices
Pedagogy: Starter - 5 mins with a partner - jot down everything you already know or think you know about care values (assessing previous knowledge and learning > scaffolding through prior knowledge and schema) > come back as a group and mind map ideas and then write your own key summary (if students finish early ask them to draw small diagrams to explain the three main areas that professionals must consider and act upon within their daily working routine) Confidentiality - write a case study on each table about a service user > ask students to go round in groups linking the information to the protection of confidentiality (what needs to be done/how should the information be dealt with/where does confidentiality need to be considered) Dignity - working in pairs each pair is given a case study - produce a short presentation introducing the service user and how dignity is considered A person-centred approach to care > make up their own individual and plan a care plan for them Empowerment - through looking at all the previous areas talked about within care values, ask students to imagine themselves as a service provider and write a short essay on how they can empower a patient > can bring in a case study if they want > finish as homework http://www.slideshare.net/j.slack/what-is-the-care-value-base www.scie.org.uk/publications/positionpapers/pp04/values.pdf http://www.nhs.uk/NHSEngland/thenhs/about/Pages/nhscoreprinciples.aspx