Topics: Communication, Health care, Sociology Pages: 2 (386 words) Published: March 15, 2013
Elements of competence

HSC21.1Work with individuals and others to identify the best forms of communication HSC21.2Listen and respond to individuals’ questions and concerns HSC21.3Communicate with individuals
HSC21.4Access and update records and reports

About this Unit
This Unit is for you if you work directly with individuals using any health, social or care services.

The scope is here to give you guidance on possible areas to be covered in this Unit. The terms in this section give you a list of options linked with items in the performance criteria. You need to provide evidence for any option related to your work area.

Appropriate people could include: line manager; people responsible for records.

Communication and language needs and preferences include: the individual’s preferred spoken language and the use of signs; symbols; pictures; writing; objects of reference; communication passports; other non verbal forms of communication; human and technological aids to communication.

Extra support can include the use of: key people; interpreters; translators; signers; specialist equipment to aid the individual’s communication abilities.

Key people cover family, friends, carers and others with whom the individual has a supportive relationship.

Seek information from: the individual; key people; colleagues; records;

Taking appropriate action could include: repeating the message; getting individuals to repeat the message; using alternative forms of communication; seeking and acquiring additional help from key people and/or others within and outside your organisation.

Your knowledge and understanding will be specifically related to legal requirements and codes of practice applicable to your job; your work activities; the job you are doing (eg domiciliary, residential care, health care, hospital settings) and the individuals you are working with.

Values underpinning the whole of the Unit
The values underpinning this Unit...
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