Proposal for a new textbook supporting the Level 5 Diploma in Leadership for Health and Social Care

1. HODDER EDUCATION
Proposed text for Level Five Diploma in Leadership for
Health and Social Care and Children and Young People
(Adult Pathway) by Tina Tilmouth et al.
Overview
The proposal is to provide a text book of 13 Chapters each covering 5 core units from
group A and additional 8 units from groups E ,F and G of the Level Five Diploma in
Leadership.
There are three pathways in the adult section of the diploma structure: Adults’ residential
Management ( E) Adults’ Management ( F) and Adults’ Advanced Practice (G)
By devoting a chapter to cover the knowledge requirements of each of the units we would
be providing students with a text book that would be most useful for all pathways.
The textbook will provide aims and objectives at the start of each chapter.
Each chapter will then focus on the major issues emerging in the theme together with a more
extensive reading list and formative activities prior to a summary activity. It is likely that
the knowledge and competencies required for the care worker will be detailed in the
diploma structure and it would be useful if the text book adhered to these and used the
headings outlined to guide the text.
I make no apologies for lifting the outcomes and assessment criteria from the actual diploma
course and using them here to structure the actual chapters of the book. In light of reviews
which demonstrated the need for care workers to have a ‘working’ text which clearly shows
them how they might achieve the objectives and, having seen the Hodder publication at
level three, I believe we can use the same format in this text with the addition of more theory
and research to meet level five criteria.
In italics at the end of each chapter I have indicated content which might lift the level of the
text by the addition of theoretical aspects of leadership and management.
Some of these as appropriate can be presented as material for Continuing Professional
Development and Reference above and beyond the prescriptive criteria of Diploma
assessment objectives. Having written this sort of outcome/ competency based type of text
before there is a danger that it can become overly formulaic and read as a procedure manual
merely for the coverage of criteria. At level five I think we really need to go beyond this and
I anticipate challenging the learner to undertake research for some of the assessments we
cover.
Example of Chapter 1 Structure

2. Chapter One
M1 Develop health and safety and risk management policies, procedures and practices in
health and social care or children and young people’s settings
Credit value-5
Unit purpose and aims
The purpose of this unit is to assess the learner’s knowledge, understanding and skills
required for Health and Safety and Risk Management, including the development of
policies, procedures and practices in health and social care or children and young people’s
settings.
Learning outcomes (NB Learning outcomes 2, 3, 4 and 5 must be assessed in the
work setting):
1. Understand the current legislative framework and organisational health, safety and risk
management policies, procedures and practices that are relevant to health, and social care or
children and young people’s settings
2. Be able to implement and monitor compliance with health, safety and
risk management requirements in health and social care or children and young people’s
settings
3. Be able to lead the implementation of policies, procedures and practices to manage risk to
individuals and others in health and social care or children and young people’s settings
4. Be able to promote a culture where needs and risks are balanced with health and safety
practice in health and social care or children and young people’s
settings
5. Be able to improve health, safety and risk management policies, procedures and practices
in health and social care or children and young people’s settings
Assessment criteria. The learner can:
1.1 Explain the legislative framework for health, safety and risk management in the work
setting
1.2 Analyse how policies, procedures and practices in own setting meet health, safety and
risk management requirements
2.1 Demonstrate compliance with health, safety and risk management procedures
2.2 Support others to comply with legislative and organisational health, safety and risk
management policies, procedures and practices relevant to their work
2.3 Explain the actions to take when health, safety and risk management, procedures and
practices are not being complied with
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3. 2.4 Complete records and reports on health, safety and risk management issues according to
legislative and organisational requirements
3.1 Contribute to development of policies, procedures and practices to identify, assess and
manage risk to individuals and others
3.2 Work with individuals and others to assess potential risks and hazards
3.3 Work with individuals and others to manage potential risks and hazards
4.1 Work with individuals to balance the management of risk with individual rights and the
views of others
4.2 Work with individuals and others to develop a balanced approach to risk management
that takes into account the benefits for individuals of risk taking
4.3 Evaluate own practice in promoting a balanced approach to risk management
4.4 Analyse how helping others to understand the balance between risk and rights improves
practice
5.1 Obtain feedback on health, safety and risk management policies, procedures and
practices from individuals and others
5.2 Evaluate the health, safety and risk management policies, procedures and practices
within the work setting
5.3 Identify areas of policies, procedures and practices that need improvement to ensure
safety and protection in the work setting
5.4 Recommend changes to policies, procedures and practices that ensure safety and
protection in the work setting
Unit guided learning hours -33
Additional Material for CPD, Expansion and Reference
Factors that influence and constrain planning and delivery of quality care
Justifying decision making and selection of care strategies
Assessing and managing risk
Monitoring and reviewing care plans
Collaborative decision making
Full Contents List
NB You can assume that content will cover all Learning Objectives,
Assessment Criteria and offer several expansion topics for CPD and
Reference as per the example given above.
1. Chapter One
M1 Develop health and safety and risk management policies, procedures and practices in
health and social care or children and young people’s settings
2. Chapter Two
M2c Work in partnership in health and social care or children and young people’s settings
3. Chapter Three
SHC 51 Use and develop systems that promote communication
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4. 4. Chapter Four
SHC 52 Promote professional development
5. Chapter Five
SHC 53 Champion equality, diversity and inclusion
6. Chapter Six
HSCM1 Lead person centred practice
7. Chapter seven
LM1c Title Lead and manage a team within a health and social care or children and young
people’s setting
8. Chapter Eight
LM2c Develop professional supervision practice in health and social care or children and
young people’s work settings
9. Chapter Nine
M3 Manage health and social care practice to ensure positive outcomes for individuals
10. Chapter Ten
P1 Safeguarding and Protection of Vulnerable Adults
11. Chapter Eleven
P3 Lead and manage group living for adults
12. Chapter Twelve
P5 Understand safeguarding of children and young people (for those working in the adult
sector)
13. Chapter Thirteen
SS 5.1 Assess the individual in a health and social care setting
Illustrative Content, Diagrams, Photos etc.
We anticipate have a variety of diagrams, artworks and photos to illustrate key principles
or data. Tables, textboxes and activities will be used throughout the text.
Over all there will be an additional feature or image on every couple of pages, although at
Level 5 quality of information will be paramount.
Estimated Length
135,000 words covering 13 units.
We anticipate a colourful, well laid out book coming to approximately 384 pages.
Additional Resources
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5. We do not envisage supplementary resources (online or print) being necessary at this time,
however we would be interested to hear reviewer opinions on this – please let us know what
you think!
Market for the Book
A new award is being developed and a text book to cover the knowledge base is always a
useful addition for any teachers/ assessors /students . There is always a request for such
material and we could be at the forefront to provide a book that is available as soon as the
award is published.
The text will also address the competency requirements and could be written to show how
evidence for such may be collected.
The Care industry is continually changing and is still a growth industry. This text will be
more useful to those in care settings although such texts are also used in FE and HE for the
purpose of NVQs (now Diplomas) etc. A good text which gives introductory material at this
level is likely to be a welcome addition.
Competition
There are no books for this award. There are several resources, however existing texts refer
to NVQ Level 4 in Care and the Registered Manager award which is now being replaced, or
are generically “Advanced”.
I believe this text will perform the role that some of the previous texts have done for the
above but will be focussed towards the new leadership award.
Author background
I have published the following texts:
• Distance Learning Materials for Network Publishing;
• Safe Handling Of Medicines
• Registered Managers award
• Level 4 Health and Social Care NVQ
• Distance Learning Materials for Cable Education
• Level Two and Three Care NVQs
• Contributing to the Care Setting
For Reflect press:
• Safe and Clean Care- Infection, Prevention and Control for Health and Social Care
Students.
• Social Policy ( pending publication June 2011)
For Hodder Education:
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6. • Health and Social Care for Foundation Degree students Hodder and Stoughton
(pending) May 2011
Professional positions, affiliations, experience:
HE Lecturer , Programme Manager for Health and Social care, Senior Nurse Teacher,
Writer. Psychotherapist
Experience of examining for AQA , Edexcel and OCR.
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