social health and IT

Rules and regulations:

Plagiarism is presenting somebody else’s work as your own. It includes: copying information directly from the Web or books without referencing the material; submitting joint coursework as an individual effort; copying another student’s coursework; stealing coursework from another student and submitting it as your own work. Suspected plagiarism will be investigated and if found to have occurred will be dealt with according to the procedures set down by the College. Please see your student handbook for further details of what is / isn’t plagiarism.

UNIT SPECIFICATION

AIM
The aim of this unit is to develop learners understanding of how technology can support independent living and the implications of developments in assistive and communication technology.
Unit abstract
Technology is used by most people to help them with their everyday lives. Mobile phones and email aid communication; the internet is a source of information; remote control devices open our car as we press a button. This same technology can help individuals to access health and social care services and live independently. As more people access Independent Living Funds and become employers of their own personal assistants, the balance is shifting from dependency towards independence. This unit fits into this important agenda.
The unit allows the learner to investigate the uses of current technology which can help individuals lead a more independent life. Health and social care workers and their employers need to understand the technologies currently available and how independence can be supported using such technology. They also need to be aware of barriers to using technology, and the implications when such technology is introduced.
There is also an opportunity for learners to examine the implications of development in technology and its impact on health and social care services and their users.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand the use of technology to support independent living
2 Understand the implications of developments in technologies for use in health and social care
3 Be able to suggest technologies to support independent living for users of health and social care services.

UNIT CONTENT
LO1: Understand the use of technology to support independent living
Technological devices and systems: eg those for security, health and safety, mobility aids, aids for activities of daily living, visual, audio aids, administration of medication
Communications technologies: hardware and software; information and data collection systems, web and email delivery systems; electronic forums, counselling and monitoring services; telephone and video conferencing services; electronic distribution of data via CD ROM or DVD; innovative use of standard technologies eg mobile phones, speed dial, voice activation, diary appointment systems and others as they evolve; electronic booking and recording networks
Barriers: cost, technological access difficulties, training; maintenance systems, implications of technical breakdown
Benefits: for users eg autonomy and independence, reducing risk, access to information, precision or accuracy

LO2: Understand the implications of developments in technologies for use in health and social care
Health and safety: associated with operation of the technology systems, consequences of technical breakdown
Ethics: considerations eg autonomy, changes in level of privacy, changes to interactions
Impact: on services, organisations and workers eg remote diagnostic and operative processes, interactions with others, relationships, confidentiality, cost benefit analysis, training
Roles of workers: workload, work scheduling, data exchange, staff development needs

LO3: Be able to suggest technologies to support independent living for users of health and social care services

Identification of needs: physical, intellectual, social, emotional, health
Independent living: networking in support groups, medication, access to information, automation of activities
Use of technologies: to support independent living eg individuals in residential care, supported living, individuals employing personal assistants

Outcomes and assessment requirements
Outcomes Assessment requirements
On successful completion of this unit a learner will: To achieve each outcome a learner must demonstrate the ability to:
LO1.
Understand the use of technology to support independent living 1.1 Explain how technology can be used to support users of health and social care services in living independently.
1.2 Analyse barriers to the use of technology to support users of health and social care services in living independently.
1.3 Explain the benefits of these technologies to health and social care organisations and their users
LO2.
Understand the implications of developments in technologies for use in health and social care 2.1 Explain health and safety considerations in the use of technologies in health and social care.
2.2 Discuss ethical considerations in the use of assistive technologies
2.3 Explain the impact of recent and emerging technological developments on health and social care services, organisations and care workers.
LO3.
Be able to recommend technologies to support independent living for users of health and social care services
3.1 Identify specific needs of an individual requiring support to live independently
3.2 Make recommendations for how technologies might support the independent living arrangements

3.3 Evaluate the usefulness of technology for users of health and social care services.

Case Study 1:

Sally is a 42-year-old female who presents to her GP with complaints of tingling and numbness in her left foot, 18 months later she also complained of double vision. Consultation with a neurologist at that time results in a diagnosis of multiple sclerosis. She is placed on disease-modulating medication and educated about lifestyle changes to avoid fatigue, which manages her double vision, with the exception of long workdays. The GP refers her to a vision specialist for management of the impairment of double vision that interferes with activities and participation in her job as an account executive. The GP has also requested the assistive technology specialist to provide information and education about other assistive devices that are available should she develop additional impairments.
A vision specialist recommends an eye patch for use when warranted and suggests she stay in touch with the assistive technology specialist should other problems arise. Two years later, Sally returns to her GP with complaints of weakness and numbness in her right side (upper and lower body). These new impairments interfere with her ability to drive to and from work and chauffeur her children to soccer and other after-school activities. Her function at work has been greatly compromised as well. She is experiencing difficulty with typing, maneuvering around the building, holding her lunch tray, and performing other activities of daily living. She is referred to the Occupation Therapist for an ankle-foot orthosis (AFO) for the right foot and a cane to improve her mobility, and she is also referred to the Assistive Technology Specialist for consideration of alternate input methods for the keyboard. A keyboard was chosen that covered a larger surface with large black letters surrounded by a yellow background. Both specialists worked together to identify other aids to facilitate additional activities, such as Sally’s personal care activities using a dressing stick and toothbrush handles; cooking using kitchen aids, including jar openers, recipe card holders, and large-handled pots and pans; and gardening using adapted gardening tools.
The GP refers her to a driver’s trainer specialist to adapt her vehicle with a spinner knob and left foot accelerator and to train her in this new way of driving. At this time, the GP also referred her to a social worker for support and counseling regarding her finances, work, and personal life decisions.
Throughout the previous 4 years, Sally’s family has noticed changes in her memory function. After the psychologist completes a cognitive evaluation and identifies strengths and weaknesses, Sally is provided a hand-held personal digital assistant (PDA), called the “PocketCoach,” to aid in her memory skills. This device enables her to push a single button to remember “what to do next.” It assists her to remember to complete task activities and to manage important aspects of her healthcare, such as taking medications and nutritional supplements.
Further useful web links:
http://www.rehab.research.va.gov/jour/10/473/pdf/souza.pdf
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1279282/
http://www.nesensoryservices.org/
http://www.kirklees.gov.uk/community/careSupport/healthWellbeing/sensoryServices.aspx
http://www.hertsdirect.org/services/healthsoc/supportforadults/sensdisteam/
http://www.buckscc.gov.uk/social-care/care-for-adults/sensory-services/

Based on Case Study 1 and the web-links provided, please address Task 1 and 2 below:

TASK 1 – Essay

1.1 Explain how technology can be used to support users of health and social care services in living independently.
1.2 Analyse barriers to the use of technology to support users of health and social care services in living independently.
1.3 Explain the benefits of these technologies to health and social care organisations and their users.
(Opportunities to meet M1, M2, M3, D2, D3)
Word count 1000 words

TASK 2 – Essay

2.1 Explain health and safety considerations in the use of technologies in health and social care.
2.2 Discuss ethical considerations in the use of assistive technologies
2.3 Explain the impact of recent and emerging technological developments on health and social care services, organisations and care workers

(Opportunities to meet M1, M2, M3, D2) Word count: 1000

Task 3: Mini Report
Case Study 2:
Maggie is a 62 year old lady who has early onset dementia. She recently lost her husband. She is an extremely active lady who goes out on a number of occasions each day. She is disorientated to the day and time. Her family has significant concerns that Maggie is leaving her home at night and reports from her neighbour confirm this. A fortnight ago her daughter, Lisa paid her a visit and she found water flowing out of her door. When she pressed the door bell there was no answer because Maggie was not home. On occasions homecare arrive early in the morning and Maggie is already out which means she can miss taking her medication and is skipping meals. A risk assessment highlighted an unknown prevalence of Maggie leaving her home.
Further useful readings:
http://www.alzheimers.org.uk/site/scripts/documents_info.php?documentID=109
http://www.overstock.com/Bedding-Bath/Dream-Man-Arm-Pillow/5894513/product.html
http://www.alzheimer.ie/Services-Support/Resources/Technology-and-you.aspx
http://www.alz.org/library/downloads/search_assistivetechnology.pdf

Based on Case Study 2 and the web-links provided, please address Task 3 below

1.1. Identify Maggie’s specific needs for support to live independently
1.2. Recommend appropriate assistive devices in order to support Maggie to continue living independently
1.3. Evaluate the usefulness of technology for users of health and social care services

(Opportunities to meet M2, M3, D1, D2, D3)
Word limit: 750 words

The written work MUST be submitted on specified unless a change in dates has been communicated to all students by the college.

Assessment and Grading criteria

The MERIT and DISTINCTION grade descriptors and their indicative characteristics need to be viewed as a qualitative extension of the assessment criteria for PASS. Please see below how certain assessment criteria for PASS have been linked to certain grade descriptors for MERIT and DISTINCTION

In order to achieve a merit in a unit • pass requirements achieved
• all merit grade descriptors achieved
In order to achieve a distinction in
a unit • pass and merit requirements achieved
• all distinction grade descriptors achieved

CONTEXTULISED MERIT
GRADE CONTEXTULISED DISTINCTION GRADE
In order to achieve a merit in this unit, pass requirements and all merit grade descriptors stated here must be achieved In order to achieve a distinction in this unit, all pass and merit requirements and distinction descriptors must be achieved
M1 – Make effective judgements as to how these care services are monitored and reviewed by a care organisation and submission of assignment within deadline

(Opportunities to meet M1 are with Task 1 and Task 2)
D1- Use critical reflection to evaluate your own contribution to developing solutions for assessing care services in independent living, and justify your conclusions.
Propose realistic improvements for the organisation and yourself in addressing dilemmas encountered

(Opportunities to meet D1 are with Task 1, task 2 and Task 3)
M2- a range of sources of information has been used.

(Opportunities to meet M2 are with Task 1 and Task 2)

D2- Demonstrate autonomy and independence in application of the case study to the theory and organising your workload

Opportunities to meet D2 are with Task 1, task 2 and Task 3)
M3 -Use an appropriate structure for the monitoring process

(Opportunities to meet M3 are with Task 1 and Task 2)
D3 Demonstrate convergent, lateral and creative thinking when evaluating your responsibilities within the organisation for the assessment and recommendation of optimum solutions for individuals requiring support to live independently

(Opportunities to meet D3 are with Task 3 and Task 1)

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