Health and Social Care Workplace Learning: Theories and Practices

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Understanding the Learning Process

TABLE OF CONTENTS
Introduction......................................................................................................................................1
Task 1 (Factsheet)............................................................................................................................1
Task 2 (Case study).........................................................................................................................3
1.2 Explain different ways in which learning can occur in health and social care workplaces...3
Task 3 (Brochure)............................................................................................................................6
Task 4 (Workplace learning plan)...................................................................................................8
Task 5 (Essay)..................................................................................................................................9
Introduction..................................................................................................................................9
Discussion....................................................................................................................................9
Conclusion.................................................................................................................................11
Conclusion.....................................................................................................................................12
References......................................................................................................................................13

LIST OF FIGURES
Figure 1: Kolb’s reflective cycle.....................................................................................................3
Figure 2: Gibbs reflective cycle.......................................................................................................5

Introduction
The current report or unit is discussing with the aim of developing understanding of different
styles and theories of learning and how to apply these theories to learning strategies within the
health and social care workplace and the organization. The report will identify the individual
learning needs and discuss how different practices in the health and social care organization or
workplace are helpful for the care workers. The report will also discuss and highlight impact of
the learning styles on the individual learning. The report will also discuss different ways of
planning learning opportunities that majorly helps in learning in the workplace successfully.
Task 1 (Factsheet)
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The care home for diabetes is situated in Manchester that will be used for analysing the various learning domains which are
applicable within the health and social care organisations. This care home provides care and support to its patients who are suffering
from diabetes. Diabetes is a kind of disease under which the blood glucose and blood sugar of the patient get very high. Diabetes
comes from the food eaten by the patients, but insulin hormone helps to control the sugar problem of the patient. The patients who
have diabetes require high support and care so this section will provide information for care home staff so that they can understand
the care patients require from their care services and that is done by applying the Bloom taxonomy theory. Bloom Taxonomy theory
is the set of the three hierarchical that is used for classifying the educational process of learning within the organisation. The
educating staffs of care home related to these theories are paramount which provide the main guide related to learning planning
system so that policies and procedures of an organisation can be understood. Bloom taxonomy theory is the critical theory that is
used for the learning process to improve the care home workers competency and this is divided under three domains such as-
Psychomotor, Affective and Cognitive. As the care home training manager, I will ensure to provide learning to staff members so that
they can understand the key principles of this theory (Wilson, 2018)
Cognitive domain: This domain defines to the conscious of the mental activities which develop the intellectual skills and also
involve gaining knowledge related to thinking, understanding and reasoning of the specific, application and procedures. Knowledge
covers recalling of the given information which is related to the rules and regulations under care home.
Comprehensive skill within the staff is to understand the data or interpret it as per the analysed problems and its solutions. Based on
the analysed data of problems, staff members of care home need to apply the information to measure the patients and care home
requirement. Analysis skill is to separate the information between two sections such as- requirement measurement and taking
effective actions. Synthesis skill is to build the information conclusion from various sources so that staff members of a care home
can concentrate on key activities. Last skill of this domain is to evaluate the information value to justify the activities that are
conducted by the organisation for its elderly patients (Wilson, 2018).
Affective domain: This domain covers emotions that need to be carried out by the care home staff members so that they can support
patients who are suffering from diseases. Receiving Phenomenon is the category under this domain that signifies the willingness of
the learner to listen to basic awareness for learning. Phenomena respond cover active participation of the staff regarding the learning
process such as- responding and reacting. Valuing category cover person value is associated with the activities of the care homes
and on that basis behaviour of the care, workers can be organised. Internalizing values is to develop the individual behaviour that is
controlled by the value systems.
Psychomotor domain: This domain includes use of the coordination, motor skills and physical movement. Perception category
analyses the ability of staff member to utilise the sensory powers such as touch for guiding the physical activity. Set category of this
domain analyses the emotional, mental and physical preparation of the patient before conducting a course of action. Guided
Response covers learning process and Mechanism skill is to display and perform complex skills of the motor. Overt Response
category displays the complicated skill along with the special expertise and adaptation skill to integrate or adjust the skills for
learning the new situations of the patients. Origination is the last category that covers skills for creating any new patterns at the care
home to handle the situations (Irvine, 2017).
Within HSC, the learning process is one of the essential processes required for the best practices, and it describes the learning with
the continuous process. This learning process cover changes and experience within human performance and that is achieved by
learning interactive. By using the learning theories it becomes easy for staff members of the care home to continuous their educative
activity, interpersonal skills and personal along with professional growth. Following are few learning theories are applied for
developing the care home workers understanding regarding HSC services towards patients of diabetes:
Cognitivism learning theory: As per this theory, learning is the process to acquire or store data and information related to internal
process like- understanding, thinking, and consciousness and organising. This theory conceptualises various methods which analyse
the basic staff needs for acquiring the practical skills, attitudes and knowledge, which lead them more competent. The theory
concentrates on the modesty, regularity and stability of the workers. For instance, listen to service user and understand their illness
to support them. Behavioural learning theory: Behavioural theory focuses on the understanding of skill development at the
workplace because of the theory guide staff members of care home regarding their attitude and behaviour duties at the workplace.
The behavioural theory helps the staff members to control their reactions in the organisation so that a bad attitude can be avoided.
For example, of the patient is suffering diabetes and he is not listening to the diet instructions then care worker should influence the
patient by sharing negative sides of diabetes rather than creating pressure on the patient (Clark, 2018).
Domains of learning apply to learning in health and social
Bloom Taxonomy theory
Theories of learning

Task 2 (Case study)
1.2 Explain different ways in which learning can occur in health and social care workplaces
Scenario:
It has been stated that Elma is currently work in a residential home, and she has been trying to
interact and communicate with a 90 year old deaf man named Mr Smith. Using the present
scenario discussions will be made to demonstrate the Kolb's learning Cycle and its stages for
developing and enhancing the present skills and knowledge of Elma regarding social and health
care in workplace (Bassot, 2016). For educational system planning, different Learning theories
provide proper guidance in terms of clinical training, including observation, personal experience,
and self- reflection. Considering the present scenario, the learning cycle of Elma is developed on
the basis of Gibbs and Kolb’s theory.
Kolb’s Reflective learning cycle
For understanding learning though experience, Kolb in the year 1984 has come up with reflective
learning cycle having four stages: Reflective observation, Concrete experience, Active
Experimentation and Abstract Conceptualisation and as shown in the figure below:
Figure 1: Kolb’s reflective cycle
(Source: Kolb’s reflective cycle, ww.nwlink.com, 2019)
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Concrete experience, the learning process by Kolb's includes experimenting, that supports
employees to learn knowledge through experience, or discussion. Thus, it can be stated that Elma
has enhanced her learning by engaging with Mr Smith by active participation. Elma is trying
hard to communicate with Mr Smith, but she fails to understand that every individual is unique
in their need and attitude (Chattopadhyay, 2019). Reflective observation, in this stage, Elma
through her observation has realized that Mr Smith was not responding to the conversation and
she has decided discussing to involve senior colleague for communicating with Mr Smith. And
for assessment she carefully has referred to care plan of Mr Smith for understanding his need.
Abstract Conceptualisation, According to Kolb’s the learner in this stage mainly does self-
assessment regarding their actions and plans. In case of Elma, she has found that Mr Smith was
capable of lip reading that can be used for communicating further (Husebø, et al 2015.). Active
experimentation is the last stage of Kolb's cycle; Elma's in this stage have decided to review all
the findings of Mr Smith and tried to converse with Mr Smith by sitting in front of him so that he
can lip read and understand. From the above discussion, it can be stated that Elma effectively has
learnt that communication can be considered successful involving two people through proper
interaction and understanding. For a professional in this health care communication skill is very
much essential.
Gibbs reflective cycle
To develop skills and understanding, Elma can also utilise the Gibbs reflective cycle. It has six
different stages that will be helpful for Elma in performance evaluation through self- reflection.
That will be supportive in giving her opportunity to develop further. Elma through her
observation and experience with Mr Smith could assess her interpersonal skills.
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Figure 2: Gibbs reflective cycle
(Source: Gibbs reflective cycle, www.crowe-associates.co.uk, 2019)
Employer directed: Elma's working in residential care home can have a structured induction
process with a facilitator, mentor, coaching or work shadowing. Elma for offering high quality
services can discuss and share experience with senior assistants and nurses for developing Skills
for care.
Self- directed learning: Moreover, Elma also can employ the processes of self- directed
learning for acquiring skills and enhancing her knowledge. Self- directed learning according to
Quinn, (1998) is a process that is a way of using own way to engaging themselves for identifying
different resources to attain certain goals. Elma considering the current scenario cans chose to
take training like NVQ for skill enhancement. For enhancing her skills and knowledge Elma can
also opt to critically observer her co-workers while performing different tasks in the organisation
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Task 3 (Brochure)
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Concepts of learning styles: The learning process covers some of
the theoretical approaches which conjure about how the people can
enhance their learning. Learning styles shows the concept related to
differences between individual learning and influencing factor.
Educational theorist mainly suggested learning styles model for
understanding the dynamic process in a better way. Honey and
Munford are one of the effective learning styles that cover four
distinct such as- Pragmatists, Reflectors, Activists and Theorists
(Passarelli, 2016).
Honey and Munford learning styles
Theorist’s learner understands the key concept behind the course of actions that are taken
before to engage staff members in the learning process. Theorist learners learn things from
the synthesising or analysing the new information within the logical and systematic theory.
Honey and Mumford mainly stated that these types of learners prefer to maximise
certainty to investigate interrelationships among the ideas. Activist learners are the
learners who learn things from doing the things at the workplace as they are an active
learner and always get engaged in the care home activities. The activist learner is
dominated by immediate experiences and grabs new things from the consequences.
Pragmatist learners learn HSC requirements by engaging themselves in the task to the
experiment theories, techniques and concepts for visualising work practice outcome.
Honey and Munford mainly suggested that they are positively needed to see actions from
which they can effectively put learning into the practices. Reflector learners are those
people who consider possible approaches along with their implications before taking the
final decision. They mainly observe things for enhancing learning from various data,
views and thoughts of the people as they have clam attitude and behaviour towards their
job roles (An and Carr, 2017).
VARK learning style
This is another learning model which explains learning styles form that is applicable
within the education and that is categorised in four sections such as- visual, aural, reading,
and kinaesthetic. A visual learner learns things from observing pictures and
demonstrations films so that they can improve knowledge. Auditory learner under aural
category selects listening to the information in the verbal lectures so that they can
understand things which they hear. Reading learning by the learner can be achieved by
reading books in which care homes workers can read books and articles to enhance their
learning related to care worker. Aural learner retains the information by listening or
discussing. Kinesthetics learning is the best learning which is done by hands-on approach
and actively explores the physical world by experimenting or touching.
Brochure

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Factors that influence effective learning development
The theories of learning help the staff members of the care home to learn various things from the
internal and external environment by observing the actions of the people. The mental state of
people shows their learning personality as an integral part. Various factors can influence the
process of learning at the time of training and task conducted by trainers as it lies on their
strength and put an impact on their learning process. Learning of the individual gets affected by
environmental and personal factors. Motivation, previous experience, environment, teaching
style, task orientation and culture are the factors that influence the learning development of the
care workers who are working at the care home (Holland, 2019).
The motivation factor is related to the personal development that is based on the individual
needs for achieving the goals or to enhancing knowledge and skills. For example, rewards and
benefits received by the employees to enhance their efficiency level. Previous experience of the
care home staff also influences their learning growth and development. If a staff member of a
care home is frustrated in their personal lives, then their professional work gets suffered, and
that negatively influenced their learning.
Assess own preferred learning style: As per the learning styles, the individual who is
working at a care home has unique learning ability that is based on their innate
preferences, practices and experience. With the help of learning styles, it becomes easy
for an individual to understand some basic requirement of the learning styles as it
becomes aid of the skill while collecting information. For assessing my performance, I
have used the VARK learning style through which I analysed my preferred learning
method. I use the VARK questionnaire for assessment. The learning styles are essential
because this will allow learners to get influenced in their own preference. The
questionnaire prepared in Appendix 1 has reviewed by me, and that shows the result of
the questionnaire such as- Visual is 6, Aural is 9 and Kinaesthetic is 15. The prepared
questionnaire shows that my learning is Kinaesthetic as I learned things from
experimenting or touching (Vasileva-Stojanovska et al, 2015).
Analyse influences on own learning in relation to learning theory: During
the learning process, various factors influence my learning because factors like
individual motivational, environment at the workplace and psychological needs
sometimes positively but sometimes negatively influenced my learning
process. Motivation is the process for starting the action for achieving the goal,
and that encouraged me to take active participation in the decisions of the HSC.
The motivation factor influences me to maintain a positive attitude during the
learning process and that improved my skill and knowledge (Mezirow, 2018).
I also get ensure about my contribution to the learning environment by
attending all the lectures. Insufficient resources and low support sometimes
demotivated me to gain knowledge from the lectures. My individual emotional
side and willingness also influenced my participation in the learning process.
Due to my low focus on the process has hindered my learning but I speed up
things to gain learning from the lectures. So, overall analysis has identified that
internal motivation, healthy working environment and mental stability has
influenced the individual learning process but by focusing on the main goal
will also help me to overcome the barriers.

Task 4 (Workplace learning plan)
I am working as the manager at the care home for the patients who are suffering from the
dementia health disease and for this I involved workplace learning plan through which staff
members of a care home can learn care services require for the dementia patients.
Within HSC the stakeholder’s safety at the workplace is essential so they can receive that healthy
working environment. One legal mandatory compulsory training event is framed for the HSC by
the health department in 2014 so that health care settings will be improved for the professional
competency and development within the workplace. The department of health also stated
statutory training which is mandatorily implemented by the national framework under which it is
essential for the care homes to provide mandatory training to a staff member for ensuring about
their care services delivery competency. The factors that care home or HSC organisations need
to consider at their workplace are- resources, relevance, and suitability, inclusivity and individual
requirement (Gould and Taylor, 2017).
As per the safety of dementia patients, staff members of care home require special training so
that they can protect dementia patients from the harmful activities and support them to conduct
their daily routine activities. As per the manager of a care home, I must support the volunteers
for analysing the job- related understanding and learning for their individual learning. They need
to implement some care quality services for protecting the health condition of dementia patients
that are proposed by the CQC (Care Quality Commission).
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Task 5 (Essay)
Introduction
The current section will discuss the factors that are required to be considered by the manager of
conducting learning plan at the workplace. The section will also provide some of the strategies
which support the learning of the staff members at the workplace. Some of the barriers will also
discuss during the learning process along with the strategies to overcome the problems. Some of
the methods that will be used to analyse the requirement of staff learning will also be discussed
in this section.
Discussion
Factors that need to consider at the workplace learning plan
The key factors that needed to be considered during the workplace learning plan are- relevance,
Inclusivity and learning environment. Relevance factor goal is to spread the awareness which
safeguarding the vulnerable people that are responsible for providing care services to the service
users. By considering the Care Act 2014 and Equality Act 2010 will help the organisation to
safeguard the service users from the discrimination issues. Inclusivity factor creates the learning
plan more realistic which is expected by the staff members while starting working as nurses,
cleaning department, housekeeping staff and clinician (Wilson, 2018). Understanding the
policies of safeguarding will help them to provide effective products to the service users. Proper
learning environment received by the staff members will also support the learning plan as they
actively participate in the process to improve individual learning.
Relevant teaching strategies to support the learning of others
Work-based learning and peer learning are the teaching strategies that will support than other
staff members learning at the workplace. With the help of work-based learning, it becomes easy
to improve the current skills and abilities of the staff as they can observe things from others by
working at the same place. Through lectures, coaching classes and by seeing visual clips will
support the individual learning within the health and social care centre. Peer learning or group
learning will also support to enhance other learning at the workplace. On-the-job training can be
provided to improve the practical knowledge of the staffs who are working in the HSC
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