0518_68_DV_Physiological Principles for HSC - 5000 words

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Assignment front sheet

Qualification Unit number and title

Pearson BTEC Levels 4 and 5 Higher Nationals in Health and Social Care (QCF)

HNHS 112: Physiological Principles for Health and Social Care

Student name Assessor name Internal Verifier

B. Ocello S Ovichegen

Date issued: Final Submission:

12/02/2018 18th May 2018

Assignment title Assignment: Physiological Principles for Health and Social Care

LO

Learning outcome

(LO) AC

In this assessment you will have the opportunity to present evidence that shows you

are able to:

Task no.

Evidence (Page no)

LO 1

Know the structure and Functioning of the human body.

1.1 Outline the main anatomical features of the human body

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1.2 Discuss how body systems interact to ensure the body functions and grows

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LO 2

Understand the relationship between body functioning and relevant detailed anatomy and physiology.

2.1 Explain normal body responses to everyday activities

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2.2 Discuss how body responses are explained by cellular and tissue structure and physiology

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2.3 Explain how the body coordinates its internal activities

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LO 3

Understand how routine data collected in health and social care informs the planning of care for individuals

3.1 Explain the recording and use of routine measures in health and social care

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3.2 Assess how routine measures provide information about body functioning

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3.3

Examine how information about body functioning may inform care planning for individuals

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LO4

Be able to relate routine Variations in body structure and functioning to care received by individuals.

4.1 Explain how age may affect body structure and functioning

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4.2 Assess the impact of common disorders on body structure and functioning. 4

4.3 Relate the effects of common disorders and infection to the care routinely given to individuals affected by them.

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Learner declaration

I certify that the work submitted for this assignment is my own and research sources are fully

acknowledged.

Student signature: Date:

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In addition to the above PASS criteria, this assignment gives you the opportunity to submit

evidence in order to achieve the following MERIT and DISTINCTION grades

Grade Descriptor

Indicative characteristic/s

Contextualisation

M1 Identify and apply strategies to find appropriate solutions

Analyse concepts, theories or principles to formulate own responses to situations.

To achieve M1: You need to research in depth the 3 major organs with their complex anatomical features (AC 1.1); Effective judgment has been made on cardiovascular system in relation to the physiological adaptation related to running as in AC 2.1. Effective judgement has been made related to the conditions and provided range of routine measures in relation to body structure and function (AC 3.1)

M2 Select/design and apply appropriate methods/techniques

Use a range of methods and techniques to collect, analyse and process information/data.

Apply and analyse detailed knowledge and skills, using relevant theories and techniques.

To achieve M2: TASK 1,2,3,4. In order to achieve M2, all the tasks must meet the criteria. See specifications below.

Figures/diagrams have been incorporated into the essays/ report (AC 1.1);

Well-structured professional way of presenting your findings

The student has provided a well written report. Academic writing style has been adopted; the report is free of grammar errors/mistakes; English language is used at a good enough level

for an academic assignment.

M3 Present and communicate appropriate findings

Presentation have been used appropriately and technical language has been accurately used. Exercise autonomy and judgement when implementing established courses of action.

To achieve M3: Student has showed, in a clear way, the connection between physical activity and homeostasis (AC 2.3). The report follows the case scenario and data collected might contribute to and inform

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care and treatment planning in the medium term must be supported by a logical explanation (AC 3.3)

D1 Use critical reflection to evaluate own work and justify valid conclusions

Conclusions have been arrived at through synthesis of ideas and have been justified. Evaluate approaches to develop strategies in response to actual or anticipated situations.

To achieve D1:

The chosen system is logically linked to other systems: student must explain, for example, why the respiratory system is linked to the vascular system in AC 1.1 Conclusion have been arrived by analysing the given conditions (sign and symptom correctly discussed of the patient’s illness) (AC 4.2)

D2 Take responsibility for managing and organising activities

Check validity when collecting, analysing and processing complex information/data.

Adopt and correctly use a recognised referencing scheme e.g. Harvard Referencing

To achieve D2, To achieve D2 – The importance of interdependence of the routine test in relation to the given conditions has been recognized (AC 3.1) Harvard system has been appropriately used. All task 1, 2, 3 & 4 should be supported by relevant sources and these sources must be acknowledged.

D3 Demonstrate convergent/lateral/ creative thinking

Alternative and innovative approaches have been considered

To achieve D3, To achieve D3- Ideas have been generated and demonstrated the decisions taken on the care plan on the given conditions (AC 3.3). To achieved D3- Ideas have been generated and demonstrated the decisions taken on the supportive measures on the each given conditions (AC 4.3).

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Coursework Regulations

1 After completing the coursework, students need to submit their completed work on e-learning (Moodle) i.e. https://moodle.lcuck.ac.uk/ (Detailed information about this on how to submit is available in the student handbook submission)

2 Details of submission procedures and penalty fees can be obtained from Examinations department or the general student handbook.

3 Late coursework will be accepted by Examinations department and marked according to the guidelines given in your Student Handbook for current year.

4 If you need an extension (even for one day) for a valid reason, you must request one, using a coursework extension request form available from the Examinations department. The completed form must be accompanied by evidence such as a medical certificate or other evidence in the event of your unavoidable circumstances.

Note: Lecturers are not responsible for the extensions on the submission date as they are not authorised to do any extension.

5 General guidelines for submission of coursework:

a) All work must be word-processed or in PowerPoint presentation (for the task specified in the assignment brief) and must be of “good” standard.

b) Document margins shall not be more than 2.5cm or less than 1.5cm

c) Preferred paragraph spacing before and after should be 12pt.

d) Preferred line spacing should in the range of single, 1.5 or up to double.

e) Font size in the range of 11 to 14 points distributed to including headings and body text. Preferred typeface to be of a common standard such as Arial or Times New Roman for the main text and must be either be Left aligned or Justified.

f) Any graphic files or Pictures that form part of the course work must be submitted online with the word documentation or PPT.

g) You are advised to have your personal copy for your reference as the copy of your course work submitted may not be returned to you after marking.

Remember to keep evidence of your submitted coursework.

Plagiarism is presenting someone else’s work as your own work. This mean presenting as new and original idea or product derived from existing source in your own name. Hence it is important not to use or copy information directly from the online books or Web without crediting the source or without referencing the materials. It is important for the learner not to copy any materials from other student’s coursework and submit in your name. If similarity is found with other learner’s work or from online materials without proper references/ citations, suspected work/ materials will be investigated in accordance with the procedures set up by the college. Please see student handbook of LCUCK for further details on Plagiarism/ collusion.

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Assignment title Physiological Principles for Health and Social Care

Purpose of this assignment:

The purpose of this assignment is to assess the knowledge on how the body functions as a whole rather than on detailed

anatomy and physiology from a biological perspective. The emphasis is on exploring those aspects of body functioning

which impact on care delivered in health and social care settings.

This assignment will also assess the knowledge on the main structures of the body and the appropriate terminology

encountered when working with health professionals. Learners need to recognise the names of key structures, their

positions in the body and main functions. They will explore the purpose behind gathering routine data from individuals

accessing health and social care services as well as routine variations.

Breakdown of assignment:

Write a 4000-word essay consisting of 4 main sections addressing the learning outcomes above. In this assignment

students must demonstrate their understanding on Physiological Principles for Health and Social Care. Please refer

to the scenarios below:

Task 1 (LO: 1.1, 1.2)

Essay 1500 words

Discuss the interaction between skeletal, muscular and cardiovascular system. You must outline, in a

detailed way:

- Gross anatomy of each one of these systems (images should be used to support your explanation) - Functions of each one of these three systems - How these systems work together: you must offer examples of why the functioning of one of these

systems needs the interaction with the other two.

The first part of the assignment addresses learning outcomes: 1.1 & 1.2. This section of the essay should

consist of 1,500 words.

Task 2 (LO 2.1; 2.2; 2.3)

Essay, 1500 words

Scenario :

In a sunny summer day, a 30 years old average man undertakes 90 minutes of running. It is 3.30 pm

and the temperature outside is 29 degrees. He has eaten a rice-based lunch 2 hours earlier.

Explain how the body responds to physical activity (LO 2.1) and the role of voluntary muscles; joints and

gaseous exchange within the context of aerobic activity (LO2.2). Also, explain how homeostasis is

maintained during the action illustrated within the scenario (LO 2.3). Information about the environment

must be kept under consideration (suggestion: role of endocrine system, role of the autonomic nervous

system and central nervous system, role of kidney, role of skin).

KEY POINTS:

- Everyday activities (e.g. obtaining nutrients and oxygen, excreting, physical activity, avoiding danger,

fighting infection, repairing damage)

- Cellular and tissue structure (e.g. wall of stomach, wall of small intestine, alveoli, kidney nephron,

voluntary muscle, joint, retina, cochlea, neuron, blood and lymph)

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- Physiology (e.g. absorption of nutrients, gaseous exchange, filtration and selective reabsorption in

kidneys, muscle action and locomotion, sensory detection and response, immune response,

inflammatory response, blood coagulation)

- Internal activities (e.g. regulation of: body temperature, blood glucose, blood pressure, heart rate,

breathing rate, urine output)

- Coordination Concept of homeostasis, principles of feedback, role of endocrine system, role of the

autonomic nervous system and central nervous system, role of kidney, role of skin

The key points must be considered as a guideline. The essay should contain only those that, in learners’

opinion, have a role in the activity of running. Please, bear in mind that the fictional character of the

scenario is been eaten 2 hours earlier. Also, the relationship between body response and outside

temperature should be considered.

The second part of the assignment addresses learning outcomes: 2.1, 2.2 & 2.3. This section of the essay

should consist of 1,000 words.

Task 3 (LO: 3.1, 3.2, 3.3)

essay 1500 words

Scenario

An obese business man of 55 year develops severe headache and chest pain. What routine tests GP

could be recommended for him? Discuss in relation to routine measures such as weight/height: BMI,

pulse, respiration rate, blood pressure, blood tests, food intake, ECG etc.

3.1 Explain how routine measures such as Temperature, Pulse, BP, ECG are recorded (ethical consideration:

dignity, individual rights and privacy) and what are their uses in health and social care? (Decision making,

monitoring the progress and in legal issues) [LO 3.1]

3.2 Assess how these (Temp., Pulse, BP, ECG etc.) routine measures provide information about the body

functioning of this person [LO 3.2].

3.3 Examine how such information about the body functioning may inform care planning for this person [LO

3.3].

The above assignment addresses learning outcomes: 3.1, 3.2, and 3.3. This section of the essay should

consist of 1,500 words.

Task 4 (LO: 4.1, 4.2, 4.3)

Essay 1000 words

Scenario

Mary, a 78 years old woman, is accompanied to A&E by her 40 years old son due to a fall happened

few hours earlier.

Mary has osteoporosis from last few years and tells the health care professionals about her constant

feeling of dizziness, which is increasing her fear to fall at any moment: throughout the conversation, it

emerges that Mary tends not to leave her apartment due to the threat of falling. Similarly, she avoids

going out, with the result of becoming isolated.

Explain how Mary’s age may have affected her body structure and functioning (LO 4.1) and discuss the

impacts of the above mentioned conditions on her body structure and functions (LO 4.2). Furthermore, you

are asked to evaluate, in a specific way, how the routine care delivered to Mary should keep into

consideration her overall physical condition. Your answer must be motivated by evidence (LO 4.3).

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The above assignment addresses learning outcomes: 4.1, 4.2 & 4.3. This final section of the essay should

consist of 1,000 words.

MERIT AND DISTINCTION CRITERIA

M1 A logical and clear explanation of how skeletal, muscular and cardiovascular

system interact and are interdependent must be offered (task 1)

M2 writing style has been adopted; the report is free of grammar errors/mistakes.

M3 Student has showed, in a clear way, the connection between physical activity

and homeostasis. Images have been used (task 2)

D1 Conclusions have been arrived at through synthesis of ideas and have been

justified.

D2 Harvard system has been appropriately used, the Bibliography reflects in-text

references ;

D3 To achieve D3- Ideas have been generated and demonstrated the decisions

taken on the care plan on the given conditions (TASK 3)

To achieved D3- Ideas have been generated and demonstrated the decisions

taken on the supportive measures on the each given conditions (TASK 4)

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Unit content: Physiological Principles for Health and Social Care

1 Know the structure and functioning of the human body:

Main anatomical features: gross features eg trunk, limbs, head, abdomen, pelvis; skeleton eg names of limb bones, pelvis, regions of vertebral column, bone groups, principles of joints, support, blood cell functions and calcium reservoir of bone; soft tissues eg contractility of muscle, conductivity of nervous tissue, structural function of ligaments and tendons, secretory and absorptive function of epithelial tissues; body organs eg heart, liver, kidney, lungs, position and overall functions, key terminology associated with them eg cardiac, hepatic, renal, pulmonary Body systems: main structures and functions of eg cardiovascular, respiratory, digestive, excretory, nervous, endocrine, locomotors, integumentary, sensory, and reproductive. Functioning: to maintain life (respiration, feeding, excretion); for other activities (Sensory perception, movement, coordination, reproduction) Metabolism: chemical nature of body activity, rate at which energy used; changes in metabolic rate eg during exercise, over lifespan Growth: production of more cells eg during development, in tumours; increased size of cells eg adipose tissue in obesity; tissue turnover/replacement eg in skin, hair, nails; destruction of tissues eg from wear and tear; depletion of tissues eg from disuse, starvation; as increasing complexity (differentiation and specialisation) eg childhood and adolescent development Interactions: eg in digestion and transport of nutrients, in proprioception (position and balance), pulmonary functioning, excretion, temperature Regulation

2 Understand the relationship between body functioning and relevant detailed anatomy and physiology Everyday activities: breathing, eating, excreting, physical activity Detailed anatomy: selected tissues eg muscle, bone, epithelia; cellular structures as appropriate eg cell membrane, chromosomes Detailed functioning: physiology eg gaseous exchange in lungs, absorption of nutrients, principle of filtration and selective reabsorption in kidneys, metabolic response to exercise Regulation of internal activities: regulation of eg body temperature, heart rate, respiration rate, blood sugar, urine output Coordination: role of endocrine system, role of the autonomic nervous system and links to the central nervous system Homeostasis: principle of feedback loops to raise or lower relevant parameters

3 Understand how routine data collected in health and social care informs the planning of care for

individuals Measures: as relevant eg visual observation, weight/height, temperature, pulse, respiration rate, blood pressure, food intake, fluid intake, fluid output, indicator tests on urine (eg glucose, protein); recording of measures: correct units, tabulated, charts, graphs, interpretation of records Information: as relevant to measurement taken eg heart rate, peak flow, over/under weight, hydration, diabetic stability, infection Accuracy: sources of error, reliability, validity; concept of normal range, hypo and hyper- values Derived measures: as relevant eg Body Mass Index (BMI), fluid balance, nutritional health (intake against requirement eg energy balance); monitoring (regular recording) variations in measures over time Care: monitoring course of health/disorder/disease, care planning, care routines, professionals involved, reporting data to professionals, recognising need for emergency responses Ethical considerations: when taking measures and using data eg individual rights, dignity, privacy

4 Be able to relate routine variations in body structure and functioning to care received by individuals Age: comparison of structural and functional changes between young adulthood, later life and old age; if appropriate, developmental change during childhood and adolescence Effects/impact: physical: absence, loss or impaired function of tissues, organs and systems eg incontinence, ataxia; degeneration of structure eg bone in osteoporosis, cartilage in osteoarthritis, pulmonary tissue in emphysema, neural tissue in Parkinson’s disease - Psychological: effects eg confidence, cognitive abilities, invasion of privacy (eg assistance with toileting, bathing) - Social: effects eg isolation due to hearing loss, loss of mobility, autonomy Common disorders: as relevant eg diabetes, cardiovascular disease, autoimmune related, pulmonary disease, inherited, congenital, degenerative Infections: as encountered in eg wounds, respiratory tract, urinary tract; signs and symptoms related to physiology; principles of an immunological response and factors that influence it eg age, nutritional status, immunosuppression from cancer therapy or underlying disease states Routine care: activities of daily living; general consequences for care or treatment eg by drugs, surgery; infection control; rehabilitation; principles of palliative care.

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Essay terms explained To write a good essay, firstly you need to have a clear understanding of what the essay question is asking you to do. Looking at the essay question in close detail will help you to identify the topic and ‘directive, which instruct you how to answer the question. Understanding the meaning of these directive words is a vital first step in producing your essay.

Essay term Definition

Analyse Describe the main ideas, showing their relationships and significance where you need to break an issue into its constituent parts. Look in depth at each part using supporting arguments and evidence for and against as well as how these interrelate to one another.

Assess Consider the value of, paying attention to positive/negative aspects where you need to weigh up to what extent something is true. Present your argument by citing relevant research and also point out any flaws and counter-arguments as well. Conclude by stating clearly how far you are in agreement with the original proposition.

Compare Look for similarities and differences on any one or more phenomena. Compare’ and ‘contrast’ is often associated with many questions

Contrast You need to explore the dissimilarities or the points set in opposition in order to bring out the differences. This is similar to compare but you need to focus on the dissimilarities between two or more phenomena. Point out any differences which are particularly significant.

Evaluate/ Critically evaluate

Here you need to put your argument or verdict so as to explain on what extent a statement or findings within a piece of research are true. Hence in this type of questions, you need to provide evidence taken from a wide range of sources which both agree with and contradict an argument but at last you need to come to a final conclusion, basing your decision on what you judge to be the most important factor.

Examine Here you need to give close attention and establish the key facts and important issues surrounding a topic. Here you can do critical evaluation and you should try and offer reasons as to why the facts and issues you have identified are the most important.

Define You need to give a precise term which can explain the meaning of the required term & problem.

Demonstrate Here you need to illustrate, show or to practically visualise an actions or activity. This type of question can be associated with witness testimony or observation report.

Discuss Here you need to write case for and against an argument like a debate but do use your reasoning skills too to point out the advantages and disadvantages on a given context and also support with your conclusion.

Explain Here you need to clarify a topic by giving a detailed coverage as to how and why it occurs, or what is meant by the use of this term in a particular context. Your writing should cover key terms where appropriate, and be validated with appropriate research.

Explore You need to represent variety of different viewpoints by adopting a questioning approach and synthesise joined views of different points.

Identify Here you need to state the key points to be addressed and implications thereof.

Illustrate Similar to ‘explain’ but here you can make use of definite examples and statistics to add weight to your explanation.

Interpret Here you need to present your understanding on an issue or topic. You view point towards any research and comments why?

Justify Make a case by providing a body of evidence to support your ideas and points of view. In order to present a balanced argument, consider opinions which may run contrary to your own before stating your conclusion.

Outline Present with the main points placing emphasis on main findings and interrelationships with the questions/ topic asked (Don’t go into detail).

Summarise Provide a shortened form illustrating out the focal/main facts and neglect unnecessary information. Brief or over-all illustrations/ examples will normally serve for this kind of answer

Describe This term is associated with covering detailed explanation as to how and why something happens.