Those who work in a wide range of care or healthcare settings. It introduces the worker’s role in addressing dilemmas and conflicts :Duty of care in Care Settings Assignment, DC, UK

University Derwentside College (DC)
Subject Duty of care in Care Settings

Assignment Aim:

This assignment is aimed at those who work in a wide range of care or healthcare settings. It introduces the worker’s role in addressing dilemmas and conflicts that may arise where there is a duty of care and how to respond to comments and complaints. The assignment also covers how to recognise adverse events, incidents, errors and near misses, and prevent their occurrence in the future.

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  1. Explain what it means to have a duty of care in own work role (DHCS 8: 1.1) (KSB – C2 – 1.1) (CC3 – 3.1b) (CC3 – 3.1a)
  2. Explain how duty of care relates to duty of candour (DHCS 8: 1.2)
  3. Explain how duty of care contributes to the safeguarding or protection of individuals. (DHCS 8: 1.3)
  4. Identify conflicts or dilemmas that may arise between the duty of care and an individual’s rights (DHCS 8: 2.1) (CC3 – 3.2a)
  5. Explain how to work effectively with individuals and others to address conflicts and dilemmas related to duty of care and achieve positive outcomes (DHCS 8: 2.2) (KSB – KD19) (CC3 – 3.2c)
  6. Describe how to manage risks associated with conflicts or dilemmas between an individual’s rights and duty of care (DHCS 8: 2.3)
  7. Outline where to access additional support and advice about addressing dilemmas in a care/healthcare setting (DHCS 8: 2.4)
  8. Explain own role in identifying and responding to concerns, comments and complaints (DHCS 8: 3.1)
  9. Outline the agreed policies and procedures for handling concerns, comments and complaints (DHCS 8: 3.2) (C2 – 1.1)
  10. Explain the benefits of empowering individuals and others to express their concerns, comments, suggestions and complaints (DHCS 8: 3.3)
  11. Give an example of what is meant by each of the following (DHCS 8: 4.1):
  • adverse events –
  • incidents –
  • errors – 
  • near misses –

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  1. Explain own role in recognising, reporting and responding to adverse events, incidents, errors and near misses (DHCS 8: 4.2) (CC3 – 3.4a)
  2. Outline actions to take in response to an identified incident or risk (DHCS8: 4.3) (CC3 – 3.4b)
  3. Describe how effective practice may prevent further occurrences and improve quality of care (DHCS 8: 4.4)


  • Explain what you must and must not do in your role in managing conflicts and dilemmas (CC3 – 3.2b)
  • Describe who to ask for advice and support in handling comments and complaints (CC3 – 3.3b)
  • Why is it important to learn from comments and complaints to improve the service provided? (CC3 – 3.3c)
  • Identify the key pieces of legislation and codes of practice relating to dealing with such events (CC3 – 3.4c)
  • Identify some of the factors and situations that might cause confrontation (CC3 – 3.5a)
  • Describe how communication can be used to solve problems and reduce confrontation in the workplace (CC3 – 3.5b)
  • Describe how to assess and reduce risks in confrontational situations (CC3 – 3.5c)
  • Explain the agreed ways of working for reporting any confrontations (CC3 – 3.5e)
  • When and how can you access support and guidance about resolving confrontations or conflict? (CC3 – 3.5d)


Please obtain a copy of the following practical/product evidence required which may form the basis for additional discussion:

  • Copy or organisations Complaints Policy/Procedure
  • Company Handbook


Reflective task to be completed.
Think about a time where you have had to deal with a dilemma around an individual’s rights to make choices and your duty of care to protect them. What was the dilemma? Did the individual have the capacity to understand the decision they were making? How did you try and resolve the situation? Is there anything you would do differently if faced with a similar situation in the future?

ASSIGNMENT FIVE – Functional Skills preparation

An individual you are supporting has asked if they can paint their bedroom. After a discussion and a risk assessment being carried out, you are now ready to support the individual to paint his room and are supporting him to buy paint.

Use the measurements below to work out the area of the room.

You know that one can of paint can cover 3 square metres.  Work out how many cans of paint you need to buy, show your workings in the space below (FS M)

Functional Skills preparation

ASSIGNMENT SIX – Fundamental British Values

Individual liberty is one of the five British Values.  It means having the freedom to make our own choices and pursue our ambitions whilst respecting the rights of others.  This includes the freedom of speech and the right to make choices about education, food, beliefs, opinions, work and family.

In this assignment you have looked at rights versus responsibilities. Can you identify any rights that may be compromised for individuals you provide care or support for?

For example: In community care a service user may prefer to get up at 8am, however you only have capacity to attend at 10am due to the rota schedule. How you can you ensure this person’s individual liberties and preferences are respected?  You can answer this question or select an example of your own.

ASSIGNMENT SEVEN – Learning Task for End Point Assessment

You are attending to personal care for an individual, and you notice that he has a hand slap mark on his bottom.  Do you;-

  • Just finish what you are doing because you are rushing as you are behind on your tasks?
  • Record and map the mark on the relevant paperwork. Report to the line manager?
  • Ring the carer who was last in with the individual, and accuse them?
  • Take pictures on your phone and show to all other carers?

You go to Mrs Smith and she complains that the care worker that went the previous day did not give her medication or empty her bins.  Do you;-

  • Leave a note for the other carers in the communication log?
  • Confront the other carer?
  • Tell the individual that you are going to report it to your supervisor?
  • Apologise but do nothing?

An individual complains to you that your colleague was rude to them the earlier in the day.  Do you;-

  • Tell the individual they must be mistaken?
  • Listen to the complaint, assure it will be dealt with, then record and report to your manager as per the company policies?
  • Listen to the complaint, but then fail to follow it up?
  • Listen, assure it will be dealt with, and then confront the colleague?

An individual’s family member tells you they wish to make a complaint about the care their relative is receiving.  Do you;-

  • Tell them not to complain?
  • Give them a copy of the complaints procedure and tell your manager about the concern that has been raised?
  • Ask them to explain the complaint to you so you can deal with it?
  • Listen to what they have to say, but do nothing about it?

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