Level 5 in Leadership and Management in Adult Care – Governance and Regulatory Process in Adult Care and Decision Making in Adult Care

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Level 5 in Leadership and Management in Adult Care – Governance and Regulatory Process in Adult Care and Decision Making in Adult Care

Level 5 in Leadership and Management in Adult Care

Unit 2: Governance and Regulatory Process in Adult Care

Unit 3: Decision Making in Adult Care

Learning Resources

Website and resource

Regulations for service providers and managers

https://www.cqc.org.uk/guidance-providers/regulations-enforcement/regulations-service-providers-managers

Clinical governance guidance

https://www.gov.uk/government/news/clinical-governance-guidance

Shared decision making

https://www.nice.org.uk/about/what-we-do/our-programmes/nice-guidance/nice-guidelines/shared-decision-making

Adult social care; Quality Matters

https://www.gov.uk/government/publications/adult-social-care-quality-matters-overview

Referencing

The Harvard referencing system offers a standardised method for acknowledging sources and enhancing the credibility of your work. https://www.grammarly.com/blog/harvard-style/

When you are citing information, you need to do the following:

Book- include the author’s surname and initials, year of publication, title of the book (in italics), edition (if applicable), place of publication, and the name of the publisher.

Journal articles– provide the author’s surname and initials, year of publication, article title (in single quotation marks), journal title (in italics), volume number, and page range.

Online source- include the web address and the date you accessed the information.

In-text citations – should include the author’s surname, publication year, and page number if quoting directly.

Consistency is key, so be diligent in following the Harvard referencing style throughout your academic journey, ensuring that your references are accurate and complete. Remember, proper referencing not only strengthens the validity of your work but also demonstrates academic integrity and respect for the intellectual contributions of others.

Plagiarism and use of Artificial Intelligence (AI)

It is imperative to understand and adhere to the principles of academic integrity, particularly in avoiding plagiarism. Plagiarism involves presenting someone else’s work, ideas, or words as your own without proper acknowledgment.

This also include the use of information generated from Artificial Intelligence, whilst you may use this for further research, you still need to ensure this is cited correctly and that the information provided is accurate and valid.

When you copy and paste content from AI tools, websites, or other sources without proper citation, it’s considered unethical. Therefore, it’s imperative to always cite your sources accurately. When you copy text without comprehending its context, you miss out on the opportunity to gain a deeper understanding of the subject matter.

As you are completing a work based qualification, we strongly recommend that you recognise all opportunities to support your answers with examples of workplace practice.

We will also use tools to check for plagiarism and AI use and your submission will be returned, should this be detected.

Helpful hints and tips

Section one

Legislation and statutory frameworks in adult care: Care Standards Act 2000. Human Rights Act 1998. Equality Act 2010. Health and Social Care Act 2008, including all amendments. Care Act 2014. Quality standards for health and social care. Safeguarding Vulnerable Groups Act 2006. Mental Capacity (Amendment) Act 2019. Care Quality Commission.

Governance mechanisms: Systems and processes. Quality measures. Feedback and review.

Own position within governance structure: Self-assessment. Continuous professional development.  Supervision. Leadership skills audit.

Types of inspection: The different inspections carried out by the regulator within Adult Social Care Services. Data gathering. Feedback to staff. The statement of purpose. Key areas of enquiry.

Fundamental standards: Person-centred care. Dignity and respect. Consent. Safety. Safeguarding from abuse. Food and drink. Premises and equipment. Complaints. Good governance. Staffing. Fit and proper staff. Duty of candour. Supporting good leadership. Display of ratings.

Outcomes of inspection and impact on staff, users of services and stakeholders: Grading and required actions. Additional staff training/staff meetings. Changes in practice. Addressing significant errors. Developing policy change. Responding to further inspection and monitoring. Ensuring users of services receive honest feedback in an accessible format. Developing meetings with users of services, their families and friends. Communicating contents of inspection report to other professionals. Displaying outcomes in all literature and websites. Displaying/circulating reports. Meeting with other professionals. Communication with governing boards and review of possible financial implications for organisation.

Section two

Types of decisions: May include but are not limited to strategic, tactical, operational, short term and long term.

Range and purposes of decisions required: Staffing and resources. Clinical decisions. Advance Care Planning. Best interests. Capacity and consent. Person-centred focus. Environmental factors. Social factors. Organisational changes.

Improving quality in service: Critical thinking. Pattern recognition. Communication skills. Research. Review of data; links to health intelligence reports and information. Use of audit trails.

Engaging others in decision-making processes: Staff surveys. User of services evaluations. Family and friends’ feedback. Partnership forums.

Presenting conclusions and rationale: Developing conclusions in response to primary and secondary sources. Making conclusions appropriate to service provision. Referring to resource allocation. Demonstrating benefits to service. Interrogating validity and reliability of decision-making process and data.

KNOWLEDGE TASKS

Please take note of the following command verbs that you will come across in the knowledge activities below and what they mean in terms of the level of detail your answer requires:

Describe – In order to describe something, you must give a detailed account of it. This must be written in full sentences and paragraphs.

Explain: You need to ensure that your answer is clear, revealing relevant facts. This must be written in full sentences and paragraphs.

Identify – Your answer should establish who or what something is. This can be in a list format.

Summarise – Write down briefly the main points or essential features.

Evaluate- You are required to look back on the effectiveness of something. When answering evaluate questions, you need to: make a judgement. Support this judgement with evidence that shows why you said it was effective or ineffective.

Analyse- You are required to break down each topic into fundamental parts and critically examine each, providing in depth discussions.

 

Section One

1. Analyse current legislation and statutory guidance that applies to all aspects of service provision
2. Evaluate own role, accountability and responsibility in applying legislation and statutory guidance within service provision
3. Explain the key roles, remits and responsibilities in registered services, including: • the registered manager • the nominated individual • the ‘fit and proper person’
4. Explain internal governance procedures used within own organisation
5. Explain own role in applying, leading and evaluating own service’s governance procedures and agreed ways of working
6. Analyse specific legislation and regulations underpinning the inspection system in England
7. Explain the range of legislation and statutory guidance that support and relate to the inspection process in England
8. Explain the types of service provision which are subject to registration and inspection
9. Explain how services are inspected and the role of the regulator
10. Explain the purpose of the inspection system
11. Evaluate the different types of inspection and key themes of the inspection process
12. Explain how the ratings system is used
13. Explain when and how enforcement action can be used
14. Describe the ways in which information is collected about the service and used to inform inspection activities
15. Explain how the requirements of the regulations are met within own service
16. Define who needs to be aware of, and involved in, the inspection process
17. Describe the range and types of evidence which can be used to demonstrate the service is meeting requirements
18. Analyse ways to address the outcome and impact of an inspection in own service
19. Justify how outcomes of inspection can be used to drive service improvements

Section Two

1. Compare the different types of decisions required in own role
2. Evaluate the role of data, information and intelligence in making evidence-based decisions to improve quality
3. Describe how own and others’ values and priorities influence decision-making processes
4. Explain how to enable others to contribute to the decision making
5. Explain the importance of reviewing and evaluating decisions to improve quality
6. Identify when decisions need to be made
7. Identify a range of potential solutions
8. Evaluate potential solutions and draw conclusions
9. Evaluate the decision and the decision-making process used

 

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