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Unit 4
Unit 4
Unit 4
© Pearson 2016 1
BTEC NATIONAL HEALTH AND SOCIAL CARE
UNIT 4: ENQUIRIES INTO CURRENT RESEARCH IN HEALTH AND SOCIAL CARE
© Pearson 2016 2
BTEC NATIONAL HEALTH AND SOCIAL CARE
UNIT 4: ENQUIRIES INTO CURRENT RESEARCH IN HEALTH AND SOCIAL CARE
© Pearson 2016 3
BTEC NATIONAL HEALTH AND SOCIAL CARE
UNIT 4: ENQUIRIES INTO CURRENT RESEARCH IN HEALTH AND SOCIAL CARE
© Pearson 2016 4
BTEC NATIONAL HEALTH AND SOCIAL CARE
UNIT 4: ENQUIRIES INTO CURRENT RESEARCH IN HEALTH AND SOCIAL CARE
© Pearson 2016 5
BTEC NATIONAL HEALTH AND SOCIAL CARE
UNIT 4: ENQUIRIES INTO CURRENT RESEARCH IN HEALTH AND SOCIAL CARE
© Pearson 2016 6
BTEC NATIONAL HEALTH AND SOCIAL CARE
UNIT 4: ENQUIRIES INTO CURRENT RESEARCH IN HEALTH AND SOCIAL CARE
© Pearson 2016 7
BTEC NATIONAL HEALTH AND SOCIAL CARE
UNIT 4: ENQUIRIES INTO CURRENT RESEARCH IN HEALTH AND SOCIAL CARE
Topic B1 IS Activity: Learners create a chart listing the main data collection
Research techniques. This should include advantages and disadvantages for
methodologies each one. Ask learners to either prepare for an inspection of a
health or social care setting of their own choosing or investigate a
health trend. They should:
o list the methods they will use to carry out the inspection
15 ICT
o justify these methods
o indicate what they expect the findings to be
o identify what problems they think might be found in their final
data.
Learners present their research project to the group.
© Pearson 2016 8
BTEC NATIONAL HEALTH AND SOCIAL CARE
UNIT 4: ENQUIRIES INTO CURRENT RESEARCH IN HEALTH AND SOCIAL CARE
Topic B3 IS Activity: ask your learners to run a training session for people who
Ethical issues are new to research, explaining how to conduct the research and
maintain a professional distance.
18 Tutor preparation for above activity: explain purpose of activity; ICT
need to use appropriate language; to clarify aims and intentions; to
discuss ethical issues. Explain how teachers maintain professional
distance from students.
19 Topic B3 IS Tutor-led discussion: explain data protection. Explain key features ICT
Ethical issues AW of Data Protection Act 1998 and Human Rights Act 1998 as they are
relevant to research conduct.
Activity: Learners explain how these pieces of legislation might
affect them in the following situations:
when taking part in research
when accessing medical information about themselves
finding out information about their college/school
finding out information about their local hospital
finding out information about a privately-run residential care
home.
Learners do not need to understand all the features of the legislation
nor the minutiae of the details. The following link gives a breakdown
of the main features of the act: https://www.gov.uk/data-
© Pearson 2016 9
BTEC NATIONAL HEALTH AND SOCIAL CARE
UNIT 4: ENQUIRIES INTO CURRENT RESEARCH IN HEALTH AND SOCIAL CARE
protection/the-data-protection-act
AW a) day-to-day life
b) health and social care settings.
Explain how conflicts of interest are avoided.
© Pearson 2016 10
BTEC NATIONAL HEALTH AND SOCIAL CARE
UNIT 4: ENQUIRIES INTO CURRENT RESEARCH IN HEALTH AND SOCIAL CARE
© Pearson 2016 11
BTEC NATIONAL HEALTH AND SOCIAL CARE
UNIT 4: ENQUIRIES INTO CURRENT RESEARCH IN HEALTH AND SOCIAL CARE
© Pearson 2016 12
BTEC NATIONAL HEALTH AND SOCIAL CARE
UNIT 4: ENQUIRIES INTO CURRENT RESEARCH IN HEALTH AND SOCIAL CARE
Review: lead a review session following the talk. Ask the learners
what they found most interesting or surprising and what they feel
they learnt from the session.
Topic C1 IS Tutor-led session: interpreting graphs, tables and statistics. You
Selecting AW could invite a maths student to assist with this.
27 appropriate Activity: using statistics, graphs and tables from either Public ICT
secondary Health England or from the ONS reports, ask learners to interpret
sources findings and report these to the group.
Topic C2 IS Tutor-led session: explain the advantages and limitations of
Evaluation of AW research sources and methodologies. Explain generalisation.
research Activity: ask learners to explain the following generalisations:
o Poor people are fat.
o Boys in Young Offender Institutions are violent.
o Old people are vulnerable.
28 o My father smoked four packs of cigarettes a day from when ICT
he was 14 and lived until he was 69. Therefore, smoking
really can’t be that bad for you.
Assignment: ask your learners to explain how the above
generalisations were reached. Suggest statements, which could be
made about each of these situations. Support your claim with a
statistic and evidence. Ask your learners to write this up as a
presentation for the rest of the group.
IS Tutor-led session: explain recommendations as a result of
Topic C2
AW the research in to how to work with people who use services.
29 Activity: ask you learners to research how recommendations have ICT
Evaluation of
research been implemented in their local area.
© Pearson 2016 13
BTEC NATIONAL HEALTH AND SOCIAL CARE
UNIT 4: ENQUIRIES INTO CURRENT RESEARCH IN HEALTH AND SOCIAL CARE
© Pearson 2016 14
BTEC NATIONAL HEALTH AND SOCIAL CARE
UNIT 4: ENQUIRIES INTO CURRENT RESEARCH IN HEALTH AND SOCIAL CARE
© Pearson 2016 15
BTEC NATIONAL HEALTH AND SOCIAL CARE
UNIT 4: ENQUIRIES INTO CURRENT RESEARCH IN HEALTH AND SOCIAL CARE
© Pearson 2016 16