HSO4004 Principles of Care Assignment-1 and Assignment-2 Semester-1 September 2025-26

This module consists of Two Assessments

Module Number: HSO4004

Module Name: Principles of Care

Year/Semester: September 2025-26 / Semester 1     

Module Tutor/s:   Genevieve Okwara – Genevieve.Okwara@rcl.ac.uk

Trishna Das – Trishna.Das@rcl.ac.uk

Elizabeth Kaplunov – Elizabeth.Kaplunov@rcl.ac.uk

Joydeep Dutta – Joydeep.Dutta@rcl.ac.uk

Zenzele Mazibuko – Zenzele.Mazibuko@rcl.ac.uk

Module Leader : Saige d’Hotman de Villiers – saige.dhotman@rcl.ac.uk

Core readings:

Please ensure that in your assessments, please ensure that you use

at least 2-3 core readings from the reading list. See module guide for the full reading list.

Use of theories in assessments:

When completing your assessments, it is essential that you apply relevant theories to support your analysis, arguments, and conclusions in order to attain a higher grade in your assessments. Theories provide a structured framework that helps you understand, explain, and evaluate complex issues in a critical and informed way. They show that you are engaging with academic concepts at a deeper level and not relying solely on personal opinion or description.

Using appropriate theories demonstrates your ability to think analytically, connect ideas to broader academic debates, and apply your learning to real-world contexts. It also strengthens the credibility and academic quality of your work, which is a key criterion for higher-level achievement.

Please ensure that you reference all theories correctly and explain how they apply to the specific context of your assessment. Doing so will not only improve the overall quality of your work but also help you develop essential academic and professional skills.

Assessment 1: Essay

Please note that grades awarded, and summative feedback provided will be provisional until the Assessment Board has met and may therefore be subject to change.

Learning Outcomes Assessed in Assessment 1:

Assessment Instructions: Assessment 1 – Essay

Produce an essay of 2250 words which will explore the following:

Using the case study, write an essay that explores the theory and knowledge of principles of care:

• Describe and explain at least THREE of the principles of care and how they are implemented in health and social care practice (LO1).
• Give an overview of how the principles of care affect the rights of vulnerable people AND how the principles of care may affect professional practice (LO3).
• Discuss the impact on health and social care practice of (LO2):
  o Policy,
  o Legislation,
  o Regulation,
  o And codes of conduct.

In order to address the above, ensure that you make use of examples discussed in class or researched examples to substantiate and justify your answers.

**Please note- the LO’s do not have to be addressed in order.

Assessment 1 Case study: Anita Patel

Service user profile:

	Name	Mrs Anita Patel
	Age	76
	Ethnicity	South Asian (British Indian)
	Language	Bilingual – Gujarati and English
	Medical conditions	Early-stage dementia, Arthritis affecting mobility
	Current setting	Resident at Oakwood Residential Care Home
	Support needs	Personal care, mobility assistance, emotional support, culturally appropriate care

*the above image is generated by AI technology.

Service user history:

• Mrs Patel lived with her daughter and grandchildren until 6 months ago, when her growing care needs became difficult to manage at home.
• Her family describes her as an independent and proud woman who enjoys participating in her care decisions. She has a strong cultural and religious background and follows a vegetarian diet based on Hindu traditions.
• Before moving into residential care, she attended a local day centre where she was supported by culturally sensitive staff. Since moving into the care home, her main support comes from carers and her daughter, who visits regularly.

Recent events:

• Mrs Patel has developed a positive relationship with a regular carer, Claire, who consistently respects her cultural and personal preferences, such as offering vegetarian meals, speaking in Gujarati, and supporting her to eat and mobilise independently without rushing or taking over tasks. Claire also ensures personal care is delivered privately and maintains confidentiality.
• However, Mrs Patel has experienced inconsistencies with some night staff, who do not follow her care plan and have caused her distress during personal care by ignoring her preferences and speaking about her in English while she is present.
• A visiting relative witnessed a night staff member raising their voice at Mrs Patel when she tried to move independently. Although her care plan supports safe mobility, appropriate assistance was not offered, and no safeguarding action appears to have been taken following the incident.
• Mrs Patel has raised concerns about being rushed during mealtimes and receiving inconsistent support to maintain her independence, which has left her feeling overlooked and disempowered.
• During a recent religious festival, Mrs Patel was not offered appropriate vegetarian meal options or supported to observe fasting as outlined in her care plan, leading to emotional distress and a sense of cultural neglect.
• On one occasion, medication was administered late without explanation or consent, and when Mrs Patel questioned it, her concerns were dismissed. The incident was not documented, raising concerns around safe practice and accountability.

Assessment 2: Reflective Account

 Learning Outcomes Assessed in Assessment 2:

Assessment Instructions: Assessment 2 – Reflective Account

Produce a Reflective Account of 750 words using self-reflection which will:

Explore your understanding of boundaries in care relationships (examining the principles of good practice in carrying out care).

Considering Carl Rogers’ theory (Person-Centred Theory), describe and reflect on how you may provide professional care to the service users showing an appreciation of boundaries.

It is essential to use a reflective theory to structure your reflection. You need to select ONE of the following theories:

• Gibbs’ Reflective Theory, OR
• Kolb’s Experiential Learning Cycle, OR
• Schon’s Reflective Practice, OR
• Rolfe et al.’s Reflective Model.

In your reflection,

• Define and describe “boundaries” in care relationships.
• Define and describe “good practice” in carrying out care.
• How you currently or how you will (in the future) provide, a professional and good standard of care to the person receiving care.
  o Describe your role / future role.
  o Describe the service user (anonymised information).
  o Describe the boundary.
  o Describe the good practice.
  o How may you improve on this practice?
  • Using research, further explore why and how this “good practice” influences YOUR professional practice in health and social care sector in carrying out care.
  • Reflect if there is anything to improve on and how and why you intend to do so.

For the reflection:

• Case study: Please note that you may use the case study from assessment 1 to reflect on.
• Own experience: Alternatively, if you wish to use your personal experience from working in the health and social care sector, this is also suitable. In this case, please ensure that you anonymise any identifying information.

**REMEMBER, that if your reflection includes other people, to anonymise your work and use pseudonyms to protect your classmates, lecturers, service users etc…

Additional assessment 2 guidance – for own experience reflection:

You may wish to explore boundary crossings and how you may provide excellent level of care through AVOIDING crossing a boundary.

You may use some of the examples listed below or you may wish to reflect on your own examples. Some examples of this may include:

1. Sharing too much personal information with the person receiving care.
2. Accepting or giving expensive gifts that create a sense of obligation or favouritism.
3. Engaging in social relationships (e.g., attending personal events) outside of the care context.
4. Spending excessive personal time with the care recipient beyond what is professionally required.
5. Engaging in physical touch that is not medically necessary or exceeds cultural/professional norms.
6. Using pet names or overly familiar language (e.g., “sweetie,” “honey”) that reduces professional distance.
7. Relying on the care recipient for emotional support or sharing your own struggles too deeply.
8. Favouring one individual over others, such as spending more time with or giving special treatment to a particular patient or client.
9. Communicating outside of appropriate channels, like texting, calling, or messaging on social media.
10. Neglecting professional responsibilities due to emotional entanglement or favouritism.
11. Visiting the care recipient’s home or inviting them to yours without necessity or supervision.
12. Engaging in financial dealings, such as borrowing money or helping manage their finances.
13. Forming romantic or sexual relationships with the person receiving care.
14. Allowing personal biases or emotions to influence clinical judgment or caregiving.
15. Involving the care recipient in personal decision-making, such as asking for advice or support unrelated to their care.

Use of Generative Artificial Intelligence (GAI) Applications in this Assessment

Declaration: At the end of the assessment you should also include a declaration of any software tools including Generative AI (GAI) applications that you used in developing and completing the assessment.

Specific Assessment Criteria:

First class (70% and above):

This piece of work shows evidence of wider research with reference to several differing academic viewpoints. The essay has recognised relevantly and discussed in detail the importance of principles of care and impacts of legislation, policies and codes of practice on health and social care practice. The assessment has examined the issues of care and control and importance of legislation in the protection of vulnerable people in health and social care. Several reasoned and logical arguments have been developed well and supported by a wide range of appropriately researched literature. Presentation is of a high standard, and in the appropriate essay style.  The high number of appropriate sources has been referenced accurately and to a high standard. Academic writing style, English and referencing is excellent.

Upper Second Class 2(1) (60-69%):

This piece of work shows evidence of wider research with reference to several differing academic viewpoints. The assessment has recognised relevant principles of care, discussed in detail the importance of them. Further, it also shows engagement of legislation, policies and codes of practice on health and social care practice. The assessment has examined the issues of care and control as well as the importance of legislation in the protection of vulnerable people in health and social care. Several reasoned and logical arguments have been developed well and supported by a wide range of appropriately researched literature. Presentation is of a high standard, and in the appropriate essay style.  The high number of appropriate sources has been referenced accurately and to a high standard. Academic writing style, English and referencing is very good.

Lower Second class 2(2) (50-59%):

A clear and informative piece of work with evidence of wider research and discussion. The essay has correctly recognised and discussed the importance of principles of care and impacts of legislation, policies and codes of practice on health and social care practice. The essay has examined some issues of care and control and importance of legislation in the protection of vulnerable people in health and social care. Some reasoned arguments have been developed and supported by a good number of sources.  Presentation is of a good standard, in the appropriate writing style and structure.  Academic writing style, English and referencing is good.

Third class (40-49%):

A reasonable attempt has been made at researching the essay, but greater in-depth discussion and academic debate is required around the importance of principles of care and impacts of legislation, policies, and codes of practice on health and social care practice. There has been an attempt to address some issues of care and control and importance of legislation in the protection of vulnerable people in health and social care, however, mostly the discussion is superficial and lacking in any depth. Academic writing style, English and referencing will be generally competent.

Fail (39% and below):

Students who do not meet the requirements of a third-class grade will not successfully complete the assessment activity.

Minimum Secondary Research Source Requirements:

Level HE4 – It is expected that the Reference List will contain between five and ten sources. As a MINIMUM the Reference List should include one refereed academic journal and three academic books.

General Assessment Criteria for Written Assessments

GENERAL ASSESSMENT GUIDELINES – LEVEL HE4 

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