‫برنامج الدبلوم البريطاني‬

Specialization
Nursing
Course Number (040082133)

Course Title Supporting the Individual Journey through

Integrated Health and Social Care
Number of Credit 3
Hours

Number of Theoretical 3
Credit Hours
Number of Practical 0
Credit Hours

Brief Course Description:

The integration of the Health and Social Care sub-sectors is important in terms of being able
to provide services for the wellbeing of individuals, and to meet the increasing demands of a
growing and ageing population with increasingly complex needs. Students working in health
will need to be aware of integrated care pathways: a multidisciplinary approach towards
anticipated care that enables an individual with identified needs to move progressively
through their journey and experience positive outcomes.

The aim of this unit is to develop students’ understanding of an individual’s right to being
involved in their own care and develop students’ skills in promoting this right when working
with individuals. This right is, in many cases, enshrined in law and in the fundamental
standards of care. It is a critical element of person-centred care and leads to improved and
often more cost-effective outcomes. Students will explore the importance of working
relationships within multidisciplinary settings and the impact on the individual.

Students will investigate the importance of professionals being able to communicate and co-
ordinate care with the individual and multidisciplinary teams for and on behalf the
individual. In addition, students will recognise their own responsibilities in understanding
seamless services that support the individual through their integrated pathway of care,
considering personalised care plans – written with individuals for themselves, families and
carers and with their wishes and preferences clearly identified and monitored. In this unit,
students will be expected to research new models of care, funding availability, legislative
frameworks and policy initiatives that contribute to high-quality person-centred care.

On completion of this unit, students will have expanded their knowledge and understanding
of multidisciplinary working within health, care and support services.
Students will have developed their transferable communication skills to improve care and
better outcomes for individuals within their chosen role. This will also provide opportunities
for them to consider future career pathways in health, care or support services

Course Objectives:
By the end of this unit students will be able to:
1. Examine the health, care and support services available to an individual requiring
multidisciplinary care
2. Assess an individual’s capacity to identify their own needs
3. Describe the impact of own relationship with the individual and multidisciplinary
teams involved in the delivery of the care pathway.
4. Demonstrate the need for person-centred communication in implementing person-
centred plans.

Detailed Course Description:

Unit Unit Name Unit Content Time
Number Needed
1 Health, care  Definitions of and differences between key 4 Weeks
and support concepts:
services  Health/healthcare service providers
available to
(organisations and institutions)
an individual
requiring  Social care service providers (organisations and
multidisciplina institutions)
ry care  Support service providers (organisations and
institutions)
 Care provision (the type of care provided within
and between organisations)
 Integrated care
 Multidisciplinary care
 Co-production
 Partnership working
 Holistic care
 Agreed ways of working
 Local health, care and support service provision
across a range of differing organisations:
 How different organisations meet different
needs of an individual
 Recognising that services provided by
organisations can serve a wide population, e.g.
 the service provided by hospices focus on
quality of life at different ages and stages of
life, the availability of their service is not
determined by the age of the individual
 Differences in professional practice in
different local organisations:
 Challenges faced by organisations in working
with others to provide care for
 an individual
 Impact on the individual’s journey through
integrated care
 Local unmet need and the reasons this
occurs:
 e.g. Issues with rural supply and demand, other
social and economic determinants - poverty,
geography
 Wider community resources available to
support an individual’s care needs:
 In the voluntary, independent and private
sector, e.g. public services.

2 Assessment of  Principles of mental capacity and 4 Weeks

an individual’s establishing consent
capacity to  Self-directed and service support
identify their
 The strength based approach in the Care
own needs
Act (2014) and its relevance in care
planning
 Advantages and disadvantages of care
pathways for vulnerable people
 Innovative integrated health and social
care initiatives or projects that could be
used to meet local unmet need
 Differences in existing assessment
planning, implementation and review
processes
 Professional accountability within
safeguarding and/or protection policies
and procedure
 Features of person-centred approaches to
integrated care:
 Working in a person-centred way to promote an
individual’s wellbeing
 Respecting and valuing diversity
 Own contribution to identifying an individual’s
needs in the care pathway
 Taking an individual’s privacy and dignity into
account when planning and providing care
  Supporting inclusive practices and enabling the
individual to make choices and actively
participate in their own care

3 Impact of own  Influencing skills in decision-making 4 Weeks

relationship processes:
with the  Benefits of networking with the individual and
individual and
multidisciplinary teams for the individual
multidisciplina
ry teams receiving services or care:
involved in  for self
the delivery of  for the teams involved in care provision
the care  for the organisation
pathway.  Information sharing to support the best
outcomes for the individual
 Reporting and recording safeguarding
and/or protection issues while working
 in a multidisciplinary setting
 Purpose and methods
 Confidentiality, safety and security
 Features of effective partnership working:
 Processes and research that can inform
decision-making
 Systems and processes that support an
individual through the integrated care pathway
 Enablement skills used by services to support
individuals to meet their needs
 Responsibilities in the integrated pathway
relationships
 Effective transfers of care
 Structure and functions of
multidisciplinary teams:
 Purposes
 Services involved
 Team members and how they adopt an
empathic approach with individuals
 Person-centred holistic approach which clearly
focuses on duty of care and treating individuals
with dignity, respecting their beliefs, culture,
values and preferences
 Facilitating relationships within a
multidisciplinary setting to create safe
environments where all involved have the
courage to challenge areas of concern and work
to best practise can be demonstrated

4 Need for  Key features of person-centred planning: 4 Weeks

person-  Support an individual to balance their rights and
centred choices with delivering duty of care, recognising
communicatio
 n in the individual as an equal partner
implementing  Empowering the individual to report their
person- changing needs within the integrated care
centred plans.
pathway
 Knowledge and inter-personal skills
required to implement person-centred
plans:
 Promoting a commitment to ensuring a
balanced approach to positive risk taking
 Flexible advocacy provision as people use
different services
 Supporting an individual to raise concerns
regarding the ongoing delivery of their care and
using appropriate channels of support
 Ensuring own professional values encompass
the care values, e.g. care, compassion, courage,
communication, commitment and competence
 Differences between informal and formal
communication
 Adapting communication according to the
needs of the individual, e.g. ensuring an
individual’s disability is taken into account when
selecting and using different forms of
communication
 Respecting the need for privacy and dignity
when communicating with individuals accessing
services

Text Books & References:

Textbook:
1. BEAZLEY, A. and BOND, T. (2003) Computer-aided pattern design & product
development. Oxford: Wiley-Blackwell.
2. IRVINE, W. and MACLENNAN, F. (2005) Surveying for Construction. 5th ed.
London: McGraw-Hill.
3. KARANA, E., PEDGLEY, O. and ROGNOLI, V. (2013) Materials experience:
Fundamentals of materials and design. Amsterdam: Butterworth-Heinemann.
4. MONGEAN, B. (2015) 3D technology in Fine Art and Craft: Exploring 3D Printing,
Scanning, Sculpting and Milling. Focal Press.
5. SADGROVE, B.M. (2007) Setting Out Procedures for the Modern Built Environment.
London: Ciria.
6. SCHOFIELD, W. and BREACH, M. (2007) Engineering Surveying. 6th ed. Oxford:
Elsevier.
Websites
1. www.nationalvoices.org.uk : National Voices (General reference)
2. www.thinklocalactpersonal.org.uk : Think Local Act Personal (General reference)

Links
This unit links to the following related units:
Unit 1: Law Policy and Ethical Practice in Health and Social Care
Unit 2: Demonstrating Professional Principles and Values in Health and Social Care Practice
Unit 5: Health Education in Action
Unit 6: Supporting Dementia Care
Unit 12: Supporting Independent Living
Unit 13: Supporting Individuals with Specific Needs
Unit 14: Sociological and Psychological Perspectives on Health
Unit 16: Supporting Adults in Residential Care
Unit 17: Effective Reporting and Record-keeping in Health and Social Care Services

Essential requirements
Case study material is essential and can be provided by the tutor or based on students’ work
situations.

Delivery
Tutors must be appropriately qualified and experienced in the health and social care sector
to cover the principles and skills development aspects of this unit.

Assessment
Students must be given time to develop their workplace experience, knowledge and
understanding before assessment of this unit. They will be expected to present evidence
based substantially on their work in health, care and/or support services. Evidence against
practice-based criteria can be collated in the Practical Learning and Development Portfolio
(PLAD).