Higher National Project-based Graded Unit Specification

General information
This graded unit has been validated as part of the HNC Healthcare Practice. Centres are
required to develop the assessment instrument in accordance with this validated
specification.

Graded unit title: Healthcare Practice: Graded Unit 1 (SCQF level 7)

Graded unit code: J4JY 34

Type of project: Practical assignment

Publication date: July 2020

Source: Scottish Qualifications Authority

Version: 01

Unit purpose
This graded unit is designed to provide evidence that the learner has achieved the following
principal aims of the HNC Healthcare Practice (SCQF 7):

♦ To enable learners to integrate knowledge, theory and practice effectively in a variety of

care settings.
♦ To develop and apply a broad range of specialised vocational knowledge and skills.
♦ To provide the competencies required by employers.
♦ To enable learners to develop reflective practice.
♦ To promote career progression and academic pathways for and within a range of
settings.
♦ To develop the ability to work co-operatively with others.
♦ To develop an awareness of legal issues, data management and ethical considerations.

Credit points and level

1 Higher National Unit credit at SCQF level 7: (8 SCQF credit points at SCQF level 7)

J4JY 34, Healthcare Practice: Graded Unit 1 (SCQF level 7) 1

Higher National Project-based Graded Unit Specification: General
information (cont)

Graded unit title: Healthcare Practice: Graded Unit 1 (SCQF level 7)

Recommended entry to the graded unit

It is recommended that the learner should have completed or be in the process of
completing the following units relating to the above specific aims prior to undertaking this
graded unit:

♦ Safe Working Practice

♦ Therapeutics Relationships: Understanding Behaviour
♦ Understanding Personal and Professional Development
♦ Sociology and Health in Scotland
♦ Clinical Skills for Care Practitioners
♦ The Human Body in Health and Illness
♦ Professional Standards for Care Practice
♦ Exploring Mental Health

Core Skills:
There are opportunities to achieve the following Core Skills in this unit:

♦ Communication at SCQF level 6

♦ Information and Communication Technology (ICT) at SCQF level 5
♦ Working with Others at SCQF level 5

There is automatic certification of Problem Solving at SCQF level 6.

Equality and Inclusion

This graded unit has been designed to ensure that there are no unnecessary barriers to
learning and assessment. The individual needs of learners should be taken into account
when planning learning experiences, selecting assessment methods or considering
alternative evidence.

Further advice can be found on SQA’s website:

www.sqa.org.uk/assessmentarrangements

Assessment
This graded unit will be assessed by the use of a project-based practical assignment
developed by centres. The project should provide the learner with the opportunity to produce
evidence that demonstrates they have met the aims of this graded unit.

Given the academic level of this graded unit it is expected that all submissions will be
academically written and referenced. This relates to the academic writing and referencing
standards specified in the unit Understanding Personal and Professional Development.

This graded unit will be assessed through the undertaking of an appropriate activity following
discussion with the course tutor and placement supervisor.

J4JY 34, Healthcare Practice: Graded Unit 1 (SCQF level 7) 2

Higher National Project-based Graded Unit Specification: General
information (cont)

Graded unit title: Healthcare Practice: Graded Unit 1 (SCQF level 7)

Some suggested activities/tasks for this project might be:

♦ A therapeutic activity with an individual patient/client

♦ A placement activity relating to the patient/client pathway
♦ An activity of living with an individual patient/client
♦ Supporting an individual patient/client during a clinical activity
♦ Supporting an individual patient/client during a recreational activity
♦ Educational activity with an individual patient/client
♦ Health promotion activity with an individual patient/client or a group of patients/clients

J4JY 34, Healthcare Practice: Graded Unit 1 (SCQF level 7) 3

Higher National Project-based Graded Unit Specification: Designing
the project and assessing learners

Graded unit title: Healthcare Practice: Graded Unit 1 (SCQF level 7)

The assignment is not concerned exclusively with the practical activity. Learners should
demonstrate their overall insight and understanding of the activity by using their
interpersonal, creative, health and safety, organisational and management knowledge and
skills.

Learners must ensure that their submitted work is academically written and appropriately
referenced.

The project undertaken by the learner must be a complex task which involves:

♦ variables which are complex or unfamiliar

♦ relationships which need to be clarified
♦ a context which may be unfamiliar to the learner

The project must require the learner to:

♦ analyse the task and decide on a course of action for undertaking the project
♦ plan and organise work and carry it through to completion
♦ reflect on what has been done and draw conclusions for the future
♦ produce evidence of meeting the aims which this graded unit has been designed to
cover

Conditions of assessment
The learner should be given a date for completion of each stage of the project. However, the
instructions for the project should be distributed to allow the learner sufficient time to
assimilate the details and carry out the project. During the time between the distribution of
the project instructions and the completion date, assessors may answer questions, provide
clarification, guidance and reasonable assistance. Reasonable assistance is the term used
by SQA to describe the difference between providing learners with some direction to
generate the required evidence for assessment and providing too much support which would
compromise the integrity of the autonomous nature of this assessment. Reasonable
assistance is part of all learning and teaching processes. In relation to the assessment of
Higher National Project-based Graded Units, assessors may provide advice, clarification,
and guidance during the time between the distribution of the project instructions and the
completion date ie, at each stage of the project. For standardisation of approach purposes, it
is recommended that for each stage a class introduction with opportunities for questions and
answers takes place, followed by a one-to-one discussion meeting which is led by the
learner and their proposed plan for that stage. If there is no plan forthcoming at that time, it is
recommended that there is one further opportunity offered for the learner to meet to discuss
their plan for that stage.

J4JY 34, Healthcare Practice: Graded Unit 1 (SCQF level 7) 4

Higher National Project-based Graded Unit Specification: Designing
the project and assessing learners (cont)
Graded unit title: Healthcare Practice: Graded Unit 1 (SCQF level 7)
Remediation allows an assessor to clarify learner responses, either by requiring a written
amendment or by oral questioning, but only where there is a minor shortfall or omission in
evidence requirements. Any submission that requires more amendments than this should
result in a resit. In either case, such evidence and decisions must be formally noted by the
assessor, either in writing or recording, and be made available to the internal and external
verifier. In relation to Higher National Project-based Graded Units, learners must be given
the opportunity for remediation at each stage of the project. Assessors must however, be
aware that by giving detailed, focussed feedback to learners who need to remediate, that
they could be overstepping the role of facilitator as described by SQA. It is therefore
recommended that minimal feedback should be given for the planning and development
stages and where remediation is required. This is not a taught unit, the tutor is a facilitator in
the project process and those learners requiring additional tutor guidance over and above
limited remediation feedback, should be marked down accordingly.

Remediation processes should follow centre policy in terms of how many marks below the
pass mark constitute remediation, but the following could be a guideline for standardisation
purposes;

♦ Learners who achieve 17–19 marks in the planning stage will be allowed to remediate.
Any learner achieving 16 or less must submit a brand new planning stage.
♦ Learners who achieve 12–14 for the development and evaluation stages will be allowed
to remediate. Any learner achieving 11 or less must submit brand new development and
evaluation stages.

The evidence for a Higher National Project-based Graded Unit is generated over time and
involves three distinct stages, each of which has to be achieved before the next is
undertaken. This means that any re-assessment of stages must be undertaken before
proceeding to the next stage. The overall grade is derived from the total number of marks
across all sections, and should reflect the ability of the learner to work autonomously and the
amount of tutor support that has been required. In relation to Higher National Project-based
Graded Units, learners who have failed any stage of the project and have been unable to
provide the necessary evidence through remediation must be given the opportunity for
reassessment of that stage wherever practicably possible.

The plan is a generic plan which does not have to be related to a specific patient, instead,
the learner should discuss a current health issue in Scotland and related social influences on
health and well-being. Relevant epidemiology and statistics should be included in this
discussion. This health issue should be linked to the types of conditions encountered in the
learner’s placement. One sociological theory and one psychological theory should then be
discussed and linked to the identified health issue and social influences.

The development stage this is where the chosen patient should be introduced together with
a brief medical and social history. Relevant social influences, preferably those previously
described in the planning stage, should then be discussed in relation to the chosen patient. It
is not necessary to then relate sociological theory to the identified patient, as an
understanding of sociological theory in relation to health and well-being will already have
been demonstrated in the planning stage. It is however necessary to relate one
psychological theory to the patient in the development stage but it is not necessary to
explain the theory again. If the theory described in the planning stage does not relate to the
chosen patient, the learner can apply an alternative theory but they will have to also explain
that theory.

J4JY 34, Healthcare Practice: Graded Unit 1 (SCQF level 7) 5

Higher National Project-based Graded Unit Specification: Designing
the project and assessing learners (cont)

Graded unit title: Healthcare Practice: Graded Unit 1 (SCQF level 7)

Changes to each stage have been reflected in the amended word limits for all stages. The
learner should agree a timeline and submission date for each stage of the project with the
tutor. Instructions for the assessment task should be distributed to allow the learner sufficient
time to assimilate the details and carry out the assessment task. Learners are expected to
demonstrate a high level of autonomy throughout the graded unit process.

The evaluation stage could be carried out as a supervised assessment with the learners
allowed 300 words of notes which must be submitted at the end of the assessment. This
would improve reliability and validity. If this approach is adopted it is recommended that
between 2.5 and 3 hours are allocated to this supervised assessment.

Owing to the academic level of this unit it is expected that all submissions will be
academically written and referenced.

If a learner fails the project overall or wishes to upgrade, then this must be done using a
substantially different project ie, all stages are undertaken using significantly different
activity, assignment, case study, etc. In this case, a learner’s grade will be based on the
achievement in the re-assessment, if this results in a higher grade. This will only be possible
however, if the placement requirements necessary for the completion of the brand new
submission can be put in place.

Evidence requirements for this graded unit

The project undertaken by learners will consist of three stages: planning; developing; and
evaluating. The following table specifies the minimum evidence required to pass each stage.

J4JY 34, Healthcare Practice: Graded Unit 1 (SCQF level 7) 6

Higher National Project-based Graded Unit Specification: Designing
the project and assessing learners (cont)

Graded unit title: Healthcare Practice: Graded Unit 1 (SCQF level 7)

Project % mark
Minimum evidence requirements
stage allocation
Stage 1 — Produce a generically written plan which includes a description of: 40
Planning
♦ a current health issue in Scotland that relates to a condition
common in your placement area
♦ social influences on health and wellbeing relevant to the
development to this health condition
♦ discussion of relevant epidemiology and statistics
♦ link to one sociological theory and explain the theory
♦ one relevant psychological theory
♦ description of the therapeutic relationship
♦ relevant values and skills
♦ appropriateness of activity
♦ required resources
♦ aims, objectives of the activity a coherent, step by step
approach to the activity to meet the aims and objectives
♦ examination of own role and responsibilities with regard to the
activity
♦ application of person-centred care
♦ risks (safe practice)
♦ dates for submission of each stage

In addition, the plan must be academically written and referenced.

The learner must achieve all of the minimum evidence specified

above in order to pass the planning stage.

J4JY 34, Healthcare Practice: Graded Unit 1 (SCQF level 7) 7

Higher National Project-based Graded Unit Specification: Designing
the project and assessing learners (cont)

Graded unit title: Healthcare Practice: Graded Unit 1 (SCQF level 7)

Project % mark
Minimum evidence requirements
stage allocation
Stage 2 — Learners should introduce the patient and give a brief medical and 30
Development social history and an account of the activity showing that they can:

Plan and organise work and carry out the activity through to
completion, with reference to:

♦ assessment of current health and wellbeing needs using an

appropriate model of nursing
♦ discussion of social influences and one psychological theory
relating to the patient
♦ application of person-centred care
♦ application of the therapeutic relationship and relevant values
and skills
♦ consent from patient/client or appropriate others
♦ coherent account of the activity according to the plan
♦ appropriate use and management of resources
♦ management of risks related to the activity
♦ relevant legislation and policies relating to safe practice
♦ links to professional codes of conduct and standards
♦ activity verified by placement supervisor as an authentic
record of what actually took place (no mark allocated)

In addition, the development stage must be academically written

and referenced.

The learner must achieve all of the minimum evidence specified

above in order to pass the development stage.

J4JY 34, Healthcare Practice: Graded Unit 1 (SCQF level 7) 8

Higher National Project-based Graded Unit Specification: Designing
the project and assessing learners (cont)

Graded unit title: Healthcare Practice: Graded Unit 1 (SCQF level 7)

Project % mark
Minimum evidence requirements
stage allocation
Stage 3 — Produce an evaluation of the activity which includes: 30
Evaluation
♦ reflection on own practice using an appropriate model in
planning and carrying out the activity
♦ identification of any challenges encountered during the
planning and developing stages and what action was
taken to overcome
♦ effectiveness of the original plan in terms of fulfilling the
aims of the activity, identifying any gaps or omissions
♦ patient/significant others feedback
♦ team/placement supervisor feedback
♦ suggest achievable and realistic amendments to the
activity to improve future practice
♦ indication of how the plan and development stage have
integrated knowledge, theory and practice to deliver
effective patient centred care.
♦ a description of knowledge and skills gained from
undertaking five units in the HNC
♦ review of academic writing and referencing skills
♦ identification of any new learning and its impact on future
practice
♦ link practice to professional codes of conduct and
standards

In addition, the plan must be academically written and

referenced.

The learner must achieve all of the minimum evidence

specified above in order to pass the evaluation stage.

J4JY 34, Healthcare Practice: Graded Unit 1 (SCQF level 7) 9

Higher National Project-based Graded Unit Specification: Designing
the project and assessing learners (cont)

Graded unit title: Healthcare Practice: Graded Unit 1 (SCQF level 7)

Assessing and grading learners

The overall project will be marked out of 100. Only whole marks should be used.

The percentage of marks allocated to each stage of the project is outlined in the evidence
requirements.

It is a requirement that learners must meet the minimum evidence requirements for the
planning stage before progressing to the developing stage, before progressing to the
evaluating stage. Learners who produce relevant evidence over and above that specified in
the minimum evidence requirements should be awarded higher marks. Assessors should
use the grade related criteria outlined below to judge learner performance.

Learners are required to work independently to meet the evidence requirements of the
graded unit. At the same time, learners need appropriate support. SQA uses the term
reasonable assistance to describe the balance between supporting learners in their project
and not providing too much assistance.

At the end of each stage there should be opportunities for remediation and re-assessment of
learners for that particular stage. This includes the final evaluation stage. Any reassessment
should be carried out in line with the centre’s own assessment policy.

Grade related criteria

Grade A Grade C
Is an autonomous seamless, coherent Is a co-ordinated piece of work which:
piece of work which:

♦ Produces evidence for the three ♦ Produces adequate, integrated

essential stages of the practical documentation for the three essential
assignment which is consistently of a stages of the practical assignment
high quality and is clearly inter-related
♦ Is highly focused and demonstrates an ♦ Demonstrates an acceptable
insightful interpretation of the brief and interpretation of the brief from a
a balanced, integrative approach balanced integrative approach
♦ Is tightly structured, relevant to the ♦ Is satisfactorily structured and displays
content of the units and displays a high an adequate level of subject knowledge
level of subject knowledge and and practical occupational expertise
practical occupational expertise
♦ Effectively applies integrated and ♦ Applies integrated and consolidated
consolidated knowledge, understanding knowledge understanding and skills
and skills from the course units to with some lack of continuity and
complex situations consistently within consistency
the assignment
♦ Demonstrates the learner’s ability to
work autonomously throughout with
minimum support
♦ Is submitted within agreed timescales
♦ Is academically written and referenced

J4JY 34, Healthcare Practice: Graded Unit 1 (SCQF level 7) 10

Higher National Project-based Graded Unit Specification: Designing
the project and assessing learners (cont)

Graded unit title: Healthcare Practice: Graded Unit 1 (SCQF level 7)

Following completion of each stage and the application of the guidelines identified above,
each stage will then be aggregated to arrive at an overall mark for the project. Assessors will
then assign an overall grade to the learner for this graded unit, based on the following grade
boundaries:

A = 70%–100%
B = 60%–69%
C = 50%–59%

These grade boundaries are fixed and should not be amended. Any learner who has failed
their graded unit or wishes to upgrade their award must be given a re-assessment
opportunity, or in exceptional circumstances, two re-assessment opportunities if reasonably
practicable. In the case of project-based graded units, this must be done using a
substantially different project. The final grading given must reflect the quality of the learner’s
evidence at the time of the completion of the graded unit. Learners must be awarded the
highest grade achieved — whether through first submission, remediation or re-assessment,
however assessors must apply the grade related criteria when grading any submission.

J4JY 34, Healthcare Practice: Graded Unit 1 (SCQF level 7) 11

Higher National Project-based Graded Unit Support Notes

Graded unit title: Healthcare Practice: Graded Unit 1 (SCQF level 7)

Guidance on approaches to delivery and assessment of this graded

unit
Undertaking the graded unit should coincide with the learner’s placement experience. The
graded unit cannot be completed retrospectively. Ideally the graded unit will fall towards the
end of the HNC but this is not always possible, the learner must have successfully
completed or be working towards successful completion of all of the HNC units before
undertaking the graded unit. The learner should not be credited with having passed the
graded unit before all other HNC units are successfully completed. As the graded unit is an
assimilation of all of the knowledge, understanding and skills application gained throughout
the HNC it should not be possible for learners to have achieved the graded unit whilst having
failed the course.

Guidance on grading

This section contains an example of marking guidelines that may be used. This is provided
for guidance and it is not mandatory for centres to use this. The grading table should also be
consulted when identifying an overall grade for learners.

Project Stage: Stage 1 — Planning

It is suggested that this stage should be between 1,500 and 1,700 words. This stage is worth
40 marks. The learner must achieve all of the minimum evidence specified in the evidence
requirements to pass the planning stage.

Up to 14 marks for demonstrating a clear understanding of one current health issue in

Scotland including a discussion of relevant social influences on health and wellbeing, this
should include associated epidemiology and appropriate statistics. The learner should also
discuss one related sociological theory. To achieve high marks, the learner must present a
clear description and thorough analysis of the influence of society on health and well-being.
This would be demonstrated by the relevance of the chosen theory, epidemiology and up-to-
date statistics.

Up to 10 marks for describing one relevant psychological theory that has impacted the
identified health issue. The learner must apply the theory to the health issue in a realistic
way. Furthermore, the learner must describe and explain the importance of the “therapeutic
relationship” in working individuals affected by this health issue and outline the values and
skills which could be utilized to promote a therapeutic relationship.

J4JY 34, Healthcare Practice: Graded Unit 1 (SCQF level 7) 12

Higher National Project-based Graded Unit Support Notes (cont)

Graded unit title: Healthcare Practice: Graded Unit 1 (SCQF level 7)

Up to 16 marks for the appropriateness of the selected activity. Learners should give details
of what they plan to do and how they will do this. The aims and objectives of the activity
should be clearly stated and the learner must detail the steps they will follow to undertake
the activity. A list of the resources required for the activity must be included. The learner’s
own role and responsibilities with regard to the activity must be discussed as well as the
application of patient-centred care. The risks associated with the activity should be
described, this can include risks to the learner as well as the patient. The submission dates
for the planning, development stages should be identified.

Project Stage: Stage 2 — Developing

It is suggested that this section should be between 1,250 and 1,500 words.

This stage is worth 30 marks. The learner must achieve all of the minimum evidence
specified in the evidence requirements to pass the developing stage. Assessment is based
on a report of the activity.

Up to 13 marks will be allocated for an introduction to the patient, a brief medical and social
history and an assessment of their current needs using an appropriate model of care. The
social influences discussed in the planning stage must now be related to the patient, if these
have no relevance for the patient then more pertinent social influences should be discussed.
The learner must apply the psychological theory discussed in the planning stage to the
patient, however if this is not applicable to the patient then again, a more relevant
psychological theory can be discussed. In this case, however, a description of the new
theory must be included, although this could be as an appendix. The learner should then
discuss the development of the therapeutic relationship in supporting the patient together
with a description of the necessary values and skills.

The learner should present a clear understanding and application of person-centred care
throughout and there should be a description of the learner’s own role and responsibilities
with regard to the activity.

Learners who make poor links and connections between the activity, concepts and theories
should be awarded lower marks. It is expected that learners who achieve high marks will
have selected the individual/client and activity in consultation with the placement supervisor
and academic tutor. Permission should also have been gained from the individual
patient/client or their significant others where appropriate.

Up to 14 marks for showing that the activity has been followed through according to the plan.
To achieve high marks the learner must provide an accurate and detailed description of the
steps they took to complete the activity. This should reflect any challenges or deviations from
the plan that actually took place. It is not expected that the description should be of a perfectly
executed activity, rather that it is a true reflection of what occurred, identifying any gaps or
omissions or unexpected events that the learner had to deal with.

Learners who do not relate the activity identified in the plan but give a good account of how
they undertook the activity in a logical fashion should be given a pass mark. Learners who
give an account of the activity which shows little coherence or organisation and does not
relate to the plan should not be allocated a pass mark.

J4JY 34, Healthcare Practice: Graded Unit 1 (SCQF level 7) 13

Higher National Project-based Graded Unit Support Notes (cont)
Graded unit title: Healthcare Practice: Graded Unit 1 (SCQF level 7)
The learner should describe how they managed the materials and resources. The materials
used should be appropriate to the activity and reference should be made to associated risks
and safe practice requirements and adherence to relevant identified legislation and policies.
The placement supervisor must provide written confirmation that the activity was carried out
as reported. No marks will be awarded for this.

Up to 3 marks Links must be made to professional codes of conduct and standards whilst
carrying out the activity.

Project Stage: Stage 3 — Evaluating

It is suggested that this section should be between 1,250 and 1,500 words. This stage could
be carried out under supervised conditions with the learners allowed to use 300 words.
These notes must be submitted at the end of the assessment.

This stage is worth 30 marks. The learner must achieve the minimum criteria specified in the
evidence requirements to pass the evaluating stage. The evaluating stage is assessed by an
reflective evaluation report.

Up to 10 marks should be given to those learners who are able to reflect on the quality of
their own work throughout the planning and development stages using an appropriate model
of reflection.

Any challenges encountered in undertaking the project should be described and any
remedial action or modifications taken should be evaluated. These challenges could be
academic or placement in origin.

The learner should provide a discussion of the strengths and weaknesses of the original plan
and analysis of whether the plan was sufficient in meeting the aims and objectives of the
activity/task. Any gaps or omissions in the original plan must be described along with the
action taken to fill them. The learner can use feedback from the individual patient/client or
significant others and from members of the care team in evaluating the activity. This
feedback could be in the form of a questionnaire, objective evaluation, written or oral, which
evidences feedback from the participant(s) or the placement supervisor.

Up to 16 marks should be given for the review of the whole project including any
modifications and recommendations for future planned activities. The learner who does this
should achieve high marks. A learner who makes some suggestions but does not relate
them to the plan or development should receive a pass mark.

The learners should describe how both the planning and development stages have integrated
knowledge, theory and practice to deliver effective patient-centred care

The learner must identify the way the project integrates knowledge and understanding from
five units of the HNC. High marks must be awarded if they are able to describe the
integration of theory to practice throughout the project. In addition, the learner should reflect
on improvements in their academic writing and referencing skills. A learner who does not
address all of the above areas should not pass this section

Up to 4 marks should be given for identification of new learning and its impact on future
practice. In addition, learners are expected to discuss realistic and achievable actions to
improve practice. The learner should evaluate their practice against relevant professional
codes of conduct and standards.

J4JY 34, Healthcare Practice: Graded Unit 1 (SCQF level 7) 14

History of changes to unit

Version Description of change Date

© Scottish Qualifications Authority 2020

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profit is derived from reproduction and that, if reproduced in part, the source is acknowledged.

Additional copies of this Unit specification can be purchased from the Scottish Qualifications
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J4JY 34, Healthcare Practice: Graded Unit 1 (SCQF level 7) 15

General information for learners

Graded unit title: Healthcare Practice: Graded Unit 1 (SCQF level 7)

This unit has been designed to allow you to integrate your learning across the units of the
HNC Healthcare Practice. You should be able to draw upon your learning and assignments
from the Units and your workplace experience. The investigation will examine an aspect of
planning, developing and evaluation in your professional and evidence-based practice. The
assessment is through the completion of a workplace-based project which is made up of
three sections. All three stages must be academically written and referenced appropriately
and the three dates for submission will be agreed after discussion with the tutor. Throughout
this project the tutor is there only as a facilitator and to offer minimal guidance and support. If
the learner has had additional support and guidance then marks will need to be deducted
from that stage of the project.

Project Brief: Practical Assignment

This assignment relates to working within a care team providing care for an individual
patient/client and any relevant significant others. The learner must select an appropriate
activity in discussion with their course tutor and mentor which might include:

Some suggested activities/tasks for this project might be:

♦ A therapeutic activity with an individual patient/client

♦ A placement activity relating to the patient/client pathway
♦ Collecting administration notes for a pre-operative patient
♦ An activity of living with an individual patient/client
♦ Supporting an individual patient/client during a clinical activity
♦ Supporting an individual patient/client during a recreational activity
♦ Educational activity with an individual patient/client
♦ Health promotion activity with an individual patient/client or a group of patients/clients

The practical assignment is not concerned exclusively with the practical activity. You should
demonstrate your interpersonal, creative, organisational and management skills to help
assess your overall insight and understanding of the activity.

The project will follow three stages:

♦ Planning
♦ Developing
♦ Evaluating

Stage 1: Planning — 40 marks

Discuss a current health issue and relate it to a condition that is common in your placement,
identify an appropriate activity that could apply to an individual in your care and discuss your
role and responsibilities in relation to that activity. Produce a generically written plan which
relates to the learner’s placement.

J4JY 34, Healthcare Practice: Graded Unit 1 (SCQF level 7) 16

General information for learners (cont)

Graded unit title: Healthcare Practice: Graded Unit 1 (SCQF level 7)

This must include:

♦ a current health issue in Scotland that relates to a condition common in your placement
area
♦ social influences on health and wellbeing relevant to the development to this health
condition
♦ discussion of relevant epidemiology and statistics
♦ link to one sociological theory and explain the theory
♦ one relevant psychological theory
♦ application of the therapeutic relationship
♦ relevant values and skills
♦ appropriateness of activity
♦ required resources
♦ aims, objectives of the activity a coherent, step by step approach to the activity to meet
the aims and objectives
♦ examination of own role and responsibilities with regard to the activity
♦ application of person-centred care
♦ risks (safe practice)
♦ dates for submission of each stage

Stage 2: Developing — 30 marks

Carry out the activity through to completion with reference to:

♦ assessment of current health and wellbeing needs using an appropriate model of

nursing
♦ discussion of social influences and one psychological theory relating to the patient
♦ application of person-centred care
♦ application of the therapeutic relationship and relevant values and skills
♦ consent from patient/client or appropriate others
♦ coherent account of the activity according to the plan
♦ appropriate use and management of resources
♦ management of risks related to the activity
♦ relevant legislation and policies relating to safe practice
♦ links to professional codes of conduct and standards
♦ activity verified by placement supervisor as an authentic record of what actually took
place (no mark allocated)

Stage 3: Evaluating 30 marks

This stage could be carried out under supervised conditions and in this case you will be
permitted to use 300 words of notes.

J4JY 34, Healthcare Practice: Graded Unit 1 (SCQF level 7) 17

General information for learners (cont)

Graded unit title: Healthcare Practice: Graded Unit 1 (SCQF level 7)

You should evaluate the activity with reference to:

♦ reflection on own practice using an appropriate model in planning and carrying out the
activity
♦ identification of any challenges encountered during the planning and developing stages
and what action was taken to overcome
♦ effectiveness of the original plan in terms of fulfilling the aims of the activity, identifying
any gaps or omissions
♦ patient/significant others feedback
♦ team/placement supervisor feedback
♦ suggest achievable and realistic amendments to the activity to improve future practice
♦ indication of how the plan and development stage have integrated knowledge, theory
and practice to deliver effective patient centred care
♦ a description of knowledge and skills gained from undertaking five units in the HNC
♦ review of academic writing and referencing skills
♦ identification of any new learning and its impact on future practice
♦ link practice to professional codes of conduct and standards

The project will draw from knowledge and understanding gained from the following units:

♦ Safe Working Practice

♦ Therapeutic Relationships: Understanding Behaviour
♦ Professional Standards for Care Practice
♦ Sociology and Health in Scotland
♦ Clinical Skills for Care Practitioners
♦ The Human Body in Health and Illness
♦ Understanding Personal and Professional Development
♦ Exploring Mental Health

Successful achievement of unit will be graded based on the final mark attained as follows:

♦ Grade A: 70–100%
♦ Grade B: 60–69%
♦ Grade C: 50–59%

This unit has the Core Skill of Problem Solving embedded in it, so when you achieve this unit
your Core Skills profile will be updated to show that you have achieved Problem Solving at
SCQF level 6.

J4JY 34, Healthcare Practice: Graded Unit 1 (SCQF level 7) 18