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Promoting Equality, Diversity and Inclusion in Health and Social Care (K/650/1117) Assignment Brief 2026
| University | OTHM Qualifications |
| Subject | Promoting Equality Diversity and Inclusion in Health and Social Care (K/650/1117) |
Promoting Equality, Diversity and Inclusion in Health and Social Care Assignment Brief
| Qualification | OTHM Level 5 Diploma in Health and Social Care Management (610/1537/4)
OTHM Level 5 Extended Diploma in Health and Social Care Management (610/0333/5) |
| Unit Reference Number | K/650/1117 |
| Unit Title | Promoting Equality, Diversity and Inclusion in Health and Social Care |
| Unit Level | 4 |
| Number of Credits | 20 |
| Total Qualification Time (TQT) | 200 hours |
| Guided Learning Hours (GLH) | 100 hours |
| Mandatory / Optional | Mandatory |
| Sector Subject Area (SSA) | 1.3 Health and social care |
| Unit Grading Type | Pass / Fail |
Unit Aims
The aim of this unit is to enable learners to develop strategies for implementing and leading excellence in practice in respect of equality, diversity and rights in a health and social care setting. The unit also explores how to manage risk and balance rights with duty of care in health and social care settings.
Learning Outcomes, Assessment Criteria and Indicative Content
| Learning Outcome –The learner will: | Assessment Criterion –The learner can: | Indicative content |
| 1. Understand equality, diversity, inclusion and human rights within the health and social care workplace. | 1.1 Define the terms:
1.2 Explain the legislation underpinning diversity, equality and inclusion in the health and social care sector. 1.3 Explain the models of practice that underpin equality, diversity and inclusion. 1.4 Explain the impact of barriers to equality, diversity and inclusion. |
● Definition of key terms: diversity, equality, inclusion, discrimination, unconscious bias, protected characteristics, human rights
● Legislation: Main elements of legislation e.g. The Equality Act (2010); Mental Capacity Act (2005); Human Rights Act 1(998) ● Models: valuing differences, treating people fairly; ensuring a positive working/environment culture; equal opportunities approach; diversity and inclusion. ● Impact of barriers: Structural, institutional and physical barriers. Prejudice; values beliefs and attitudes. |
| 2. Understand the development of systems that promote diversity, equality and inclusion. | 2.1 Examine the effectiveness of policies in ensuring legislative requirements are met.
2.2 Evaluate the effectiveness of procedures in promoting equality, diversity and inclusion in the workplace. |
● Policies and procedures: anti-discriminatory and non-judgemental attitudes; good role modelling; training and supervision practices; challenging discrimination; effects of discrimination; impact of inclusion; the value of diversity and celebrating it; person centred ways of working. |
| 3. Be able to promote equality, diversity and inclusion. | 3.1 Analyse how the promotion of equality, diversity, inclusion and human rights can lead to improved outcomes for individuals.
3.2 Demonstrate how to communicate to others methods of promoting equality and inclusion within the workplace. 3.3 Demonstrate how to support others to actively promote equality, diversity and inclusion within the workplace. 3.4 Demonstrate how to effectively challenge discrimination and exclusion in policy and practice. |
● Person centred ways of working: inclusion, choice, wishes and preferences being identified and met.
● Content of a well-designed policy that addresses discrimination and promotes a positive culture. Monitoring and reviewing a policy; communicating the policy. Whistle blowing, protected disclosures. ● Monitor for out of date practice, changes in legislation, and annual audits of policies. Findings from audits can identify gaps. Improvements can be proposed. |
| ● Communicate to others: preparation of training resources; observation, reflective account, case study which was carried out or could be delivered in the work setting. | ||
| 4. Know how to manage risk and balance rights with duty of care. | 4.1 Analyse how to address ethical dilemmas in the workplace when balancing individual rights with the duty of care.
4.2 Explain the principles of informed choice and capacity. 4.3 Demonstrate how to develop a strategy for managing risks while balancing individual rights and the duty of care owed to others in your own area of responsibility. |
● Ethical dilemmas: respect for dignity; justice; risk management; protect from harm; sound judgment and compassion.
● Duty of care, rights of individuals, NHS Constitution (2011) care standards documents, charters and professional codes of conduct, support individual decision making as far as possible, as long as this does not infringe on the rights of others. ● The Mental Capacity Act (2005) statutory principles on identifying abilities and inabilities. Best interests. Lasting Power of Attorney. Advance decisions. Deputies and the Court of Protection. |
Assignment Tasks
Guideline word count: 150 – 200 words (Briefly explain the selected organisations/context/or what you will discuss in this assignment)
Task 1
- Define the following terms and provide real life examples.
- Diversity
- Equality
- Inclusion
- Discrimination
- unconscious bias
- protected characteristics
- human rights
- Discuss the legislations regarding diversity, equality, and inclusion in the health and social care sector, in the UK. (For example, Mental Capacity Act 2005, the Equality Act 2010, the Care Standards, etc.)
- Discuss the models of health and social care practice that incorporates equality, diversity, and inclusion. (Examples include: Equal Opportunities Model, Difference and Diversity Model, Valuing differences treating people fairly)
- Explain, how barriers impact equality, diversity, and inclusion?
Task 2
- Discuss the effectiveness of policies in ensuring legislative requirement are met. (You can base your discussion on policies of a particular organisation and that how they are meeting the legislative requirement. You can use this for reference: https://www.lboro.ac.uk/services/hr/equality-diversity/legal-requirements/)
- Select a workplace procedure regarding equality, diversity, and inclusion and discuss its pros and cons.
The above discussion will help you to achieve.
A.C 2.1 Examine the effectiveness of policies in ensuring legislative requirements are met.
A.C 2.2 Evaluate the effectiveness of procedures in promoting equality, diversity and inclusion in the workplace.
Task 3
- What are the benefits of promoting equality, diversity, and inclusion in terms of improved outcomes for individuals?
- Discuss ways to communicate ‘methods of promoting equality and inclusion within the workplace’
- Discuss ways that how can you support others to promote equality and inclusion within the workplace.
- Discuss ways to challenge discrimination and exclusion in policy and practice.
The above discussion will help you to achieve.
A.C 3.1 Analyse how the promotion of equality, diversity, inclusion and human rights can lead to improved outcomes for individuals.
A.C 3.2 Demonstrate how to communicate to others methods of promoting equality and inclusion within the workplace.
A.C 3.3 Demonstrate how to support others to actively promote equality, diversity and inclusion within the workplace.
3.4 Demonstrate how to effectively challenge discrimination and exclusion in policy and practice.
Task 4
- Suggest ways to handle ethical dilemmas in the workplace when balancing individual rights with the duty of care.
- Explain the principles of informed choice and capacity.
- Discuss ways to manage risk while balancing individual rights and the duty of care owed to others in your own area of responsibility.
The above discussion will help you to achieve.
A.C 4.1 Analyse how to address ethical dilemmas in the workplace when balancing individual rights with the duty of care.
A.C 4.2 Explain the principles of informed choice and capacity.
A.C 4.3 Demonstrate how to develop a strategy for managing risks while balancing individual rights and the duty of care owed to others in your own area of responsibility.
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