Unit 21: Supporting Significant Life Events
Edexcel BTEC Levels 4 and 5 Higher Nationals in Health and Social Care
|Learning Outcomes||Assessment Criteria||To achieve the criteria the evidence must show that the student is able to:||Task No|
Understand how significant life events impact on individuals and their social networks
|1.1||Explain the impact of significant life events on individuals||
|1.2||Analyse possible group responses to significant life events that occur to one of its members|
|1.3||Analyse the impact for others in health and social care when an individual experiences significant life events|
Understand the support available for individuals experiencing significant life events
|2.1||Evaluate the effectiveness of organisational policies and procedures in supporting individuals and their social networks affected by significant life events||
|2.2||Explain how others in social networks may provide support to individuals experiencing significant life events|
|2.3||Evaluate the suitability of external sources of support for those affected by significant life events|
Be able to analyse responses made by health and social care services to support individuals experiencing significant life events.
|3.1||Analyse possible organisational responses to the need to support individuals experiencing a significant life event||
|3.2||Reflect on own personal contributions to the support of individuals experiencing significant life events|
|3.3||Make recommendations for improving the support available in a health and social care organisation for individuals and their social networks when affected by significant life events.|
|In addition to the PASS criteria, this assignment gives you the opportunity to submit evidence in order to achieve the following MERIT and DISTINCTION grades|
|Grade Descriptors||Indicative characteristic/s||Contextualisation|
Identify and apply strategies to find appropriate solutions
An effective approach to study and research has been applied
|Has applied effective approach to study and research to analyse how significant life events impact on individuals and their social networks (Can be achieved in LO1.1, 1.3 and L02.2)
** Submit work by the agreed due date to achieve
Select / design and apply appropriate methods / techniques
A range of sources of information has been used
|To achieve M2,
Cite all references and sources of materials used and give in-text citation, using the Harvard referencing system consistently within the assignment.
Present and communicate appropriate findings
The appropriate structure and approach has been used
|To achieve M3,
1. Ensure that appropriate structure and approach have been applied consistently within the assignment.
2. Ensure that you write the assignment concisely and succinctly (in clear & brief way), developing arguments in an ordered fashion in the context of a case scenario.
Use critical reflection to evaluate own work and justify valid conclusions
Conclusions have been arrived at through synthesis of ideas and have been justified
|To achieve D1,
You must arrive at justified conclusions through synthesis of ideas consistently within the assignment (Can be achieved in 1.3 & 2.1)
Take responsibility for managing and organising activities
Autonomy/independence has been demonstrated
|To achieve D2,
You must Demonstrate autonomy/independence consistently within the assignment
Demonstrate convergent /lateral /creative thinking
Self-evaluation has taken place
|To achieve D3
You must demonstrate precisely to ensure a critical self-evaluation has taken place ( Can be achieved in LO 2.3)
Scenario/Case Study: Dying and Bereavement:
George, a young man in his thirties, had just married and had a baby. He had not seen his mother Mrs. Garry for some time, as he was busy with his new family. Mrs Garry, an 80-year old lady was admitted into hospital because of terminal illness but she did not inform George that she had a terminal illness, bowel cancer, as she did not want to upset him.
George knew that his mother was seriously ill, but having a young family of his own and living a considerable distance away meant that time simply passed him by rather quickly. Before long, he realized that he had not seen his mother for six nearly months and when he found out that she was in the hospital, he felt extremely guilty and blamed himself.
When George got a phone call that his mother was in hospital, he took leave from his job to be with his ill mother. When the doctor told George that she had only a short time to live, George spent almost every minute he could with her, trying to make up for lost time, and proving to her that he loved her especially as he was her only child.
The days preceding Mrs. Garry’s death was really stressful and challenging for George because he had no experience in supporting a dying individual and he did not know how to balance this with his young family. He was frightened that he would lose his mother, he was concerned that he could not be there for his family and he was becoming agitated of what happens ‘afterwards.’ Unfortunately, the hospital staff were too busy to take notice of his situation so, no support was provided for him. He soon joined a support group of families who were in a similar situation, at the hospital.
As Mrs. Garry came close to the end of her life, she lost interest in eating and drinking. Her son sat by her bedside deeply distressed as his mother’s breathing became more laboured. He quickly called the nurse who came in and said to him “I am afraid this is normal and I don’t think she will pull through” She then left the room before Mrs. Garry breathed her last.
When Mrs. Garry died, her son had gained a little experience from the support group. He sought the help of a palliative care team to visit the school where his mother had been a teacher in order to fulfil his mother’s dying wishes. The group supported George to speak to the pupils about Mrs. Garry’s condition and the type of treatment she received. The pupils, parents and school staff were enlightened by George’s account of Mrs. Garry’s passing away. They were therefore not distressed; rather, they asked reasonable and intelligent questions about Mrs. Garry’s illness and subsequent death.
Mrs. Garry’s pupils raised over £300 for her requested charity and George ensured that all his mother’s wishes were respected.
(Culled from: end of life care)
Each Unit will be graded as a Pass, Merit, and Distinction when all learning outcomes and assessment criteria have been met.
A Pass is awarded for the achievement of all Learning Outcomes against the specified Assessment Criteria.
A Merit or Distinction is awarded for higher-level achievement upon achieving the M’s and D’s criteria.
If all required assessment criteria have not been achieved the work is graded ‘Referred’.
If the work illustrates more than the similarity % cap or concern over originality of part or all content of the work, it is graded ‘Withheld’. The student will then be interviewed to ascertain originality.
In the case of incomplete work or partial submission (others such as blank template, no evidence of real attempt), the work is graded ‘Unreasonable Submission’.
When a Unit has been assessed, Grades are reported on the College’s VLE. You can obtain the grade awarded by viewing the Submission Inbox, navigating different tabs to see the status of your submission. By viewing the Report, the Originality can be obtained. Clicking on the GradeMark tab will reveal the QuickMark comments. Clicking on the General Comment tab will reveal the comments made by the Assessor and Internal Verifier.
Please note that numeric value (for example, 75% for Distinction) is used to classify the different grades awarded to support the system requirement on the College’s VLE, Grades are reported on the VLE as follow:
W1 – direct copy from various sources
W2 – collusion
(Note: detailed feedback on W1 and W2 will be provided by the Assessor in the General feedback section)