- 2.4 Reviewing available information and making valid decisions
- 2.3 Using factual data, recommendations, suggestions, and ideas in a logical and purposeful manner to inform decision making
- 1.4 Strategies for keeping aware of own stress levels and for maintaining wellbeing
- 1.1 Elements of management decision-making
- Unit 10- Decision Making in Adult Care NVQ Level 5
- 1.2 Values, belief systems, and experiences affecting working practice
- 2.4 Adapt communication in response to the emotional context and communication style of others
- 1.1 Emotions affecting own behavior and the behavior of others
- 2.2 Providing support to engage others in the decision-making process
- 2.1 Evaluating range, purpose, and situation for effective decision making
- 4.3 Prioritize own development goals and targets
- 4.4 Use personal and professional development planning
- 4.2 Establish own learning style
- 4.1 Evaluate own knowledge and performance
- 4.2 Ways in which team members are supported to understand their role in safeguarding children and young people from danger, harm, abuse, or exploitation.
- 4.1 Reasons adult care practitioners need to be aware of national and local requirements that seek to ensure the safety and wellbeing of children and young people.
- 3.7 Demonstrate ways of assessing the effectiveness of risk management practice
- 3.6 Demonstrate positive approaches to risk assessments
- 3.5 Revise plans to take account of changing circumstances
- 3.4 Delegating responsibilities to others
7.6 Learners ensure information and support is in place to enable those using services and their carers to raise concerns and make complaints when they wish to do so
Course: NVQ Level 5 Diploma In Leadership & Management for Adult Care
Unit 5: Person-centred practice for positive outcomes
LO7: Lead practice in managing concerns and complaints in adult care
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7.6 Learners ensure information and support is in place to enable those using services and their carers to raise concerns and make complaints when they wish to do so
It’s important that all learners using a service, and their carers, feel confident that they can easily raise concerns and make complaints if they need to. This is especially important if they feel that their needs aren’t being met or they’re not happy with the service.
Ensuring information and support are in place to enable people to do this is therefore key. This might include providing clear information about how to make a complaint, having accessible channels for raising concerns, and having staff who are available and willing to listen and help.
It’s also important to be aware of and understand the barriers and difficulties learners may face in making complaints, such as:
- feeling ashamed they’ve been let down or not having believed things would be so bad;
- worrying about what will happen if they speak out;
- not understanding how to make a complaint;
- needing support and help to do so.
It’s important to address these barriers and difficulties as part of the learning process and to ensure that all learners and their carers know where to go for support if they need it.
This is especially important if learners have additional or specific needs, such as learning disabilities, mental health problems, physical disabilities, sensory impairments, and so on. For example, if they have learning disabilities, it’s important that information about making complaints is in an accessible format.
If necessary, you may want to provide specialist support for learners or carers who are having difficulty with this or need extra support to make a complaint. This might include arranging specialist help from outside agencies.
At the same time, it’s important to remember that some people may choose not to make a complaint. This might be because they’re happy with the service but don’t want others to know, or because they think speaking out will lead to negative consequences for them or others.
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