Planning and Carrying Out Research — OCN London Apprenticeship Assessment Qualification Health & Social Care Revision

    Planning and carrying out research is fundamental to evidence-based practice in health and social care, enabling learners to investigate a topic of interes

    Topic Synopsis

    Planning and carrying out research is fundamental to evidence-based practice in health and social care, enabling learners to investigate a topic of interest, gather and analyse information, and present findings in a structured manner. This element develops essential skills for academic and vocational progression, such as formulating research questions, selecting appropriate methods, collecting data ethically, and reflecting on personal performance to improve future practice.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Planning and Carrying Out Research

    OCN LONDON
    vocational

    Planning and carrying out research is fundamental to evidence-based practice in health and social care, enabling learners to investigate a topic of interest, gather and analyse information, and present findings in a structured manner. This element develops essential skills for academic and vocational progression, such as formulating research questions, selecting appropriate methods, collecting data ethically, and reflecting on personal performance to improve future practice.

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    Learning Outcomes
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    Assessment Guidance
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    Key Skills
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    Key Terms
    4
    Assessment Criteria

    Assessment criteria

    OCNLR Level 1 Certificate in Skills for Professions in Health and Social Care

    Topic Overview

    The OCNLR Level 1 Certificate in Skills for Professions in Health and Social Care introduces learners to the fundamental knowledge and practical skills required for entry-level roles in health and social care settings. This qualification covers key areas such as communication, equality and diversity, safeguarding, and the principles of care, providing a solid foundation for further study or employment. It is designed to help students understand the values and behaviours expected in care environments, including respect for individuals' rights, dignity, and confidentiality.

    This certificate is part of the OCN London Vocationally-Related Qualification framework, which emphasises applied learning and real-world relevance. Students explore how health and social care services support individuals with different needs, including the elderly, people with disabilities, and those with mental health conditions. The course also highlights the importance of teamwork, professional boundaries, and self-care for care workers. By the end of the qualification, learners should be able to demonstrate basic care skills, communicate effectively, and recognise the legal and ethical frameworks that underpin practice.

    Mastering this topic is crucial for anyone aspiring to work in health and social care, as it builds the core competencies needed for roles such as care assistant, support worker, or healthcare assistant. It also prepares students for progression to Level 2 qualifications, such as the OCNLR Level 2 Certificate in Preparing for Further Study or Employment in Health and Social Care. Understanding these foundations ensures that future care professionals can provide safe, compassionate, and person-centred support.

    Key Concepts

    Core ideas you must understand for this topic

    • →Person-centred care: Treating each individual as a unique person with their own preferences, needs, and rights, and involving them in decisions about their care.
    • →Effective communication: Using verbal and non-verbal skills (e.g., active listening, body language, clear language) to build trust and understand service users.
    • →Safeguarding: Protecting vulnerable individuals from abuse, neglect, and harm, and knowing how to report concerns following organisational policies.
    • →Equality and diversity: Recognising and respecting differences (e.g., age, disability, race, religion) and ensuring fair treatment for all, in line with the Equality Act 2010.
    • →Confidentiality: Keeping personal information private unless there is a legal or safeguarding reason to share it, following the Data Protection Act 2018.

    Learning Objectives

    What you need to know and understand

    • Be able to plan research., Be able to carry out the research plan., Be able to present the findings of the research and review own skills.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating a clear research plan that includes a well-defined question or hypothesis, a rationale for the chosen topic, and identification of appropriate sources or methods.
    • Expect evidence of carrying out the research systematically, with records of data collection (e.g., interview notes, survey results, or literature summaries) that align with the plan.
    • Assess ability to present findings using a logical structure (e.g., introduction, methodology, results, conclusion) with accurate referencing to sources where applicable.
    • Award credit for an honest review of own skills, identifying at least one strength and one area for development during the research process, with suggestions for future improvement.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Start by selecting a narrow, manageable topic that genuinely interests you and is relevant to health and social care, as this will make planning and data collection more engaging and focused.
    • 💡Keep a detailed research diary or log from the outset, noting every step taken, sources consulted, and any challenges encountered, as this provides evidence for both carrying out the research and reviewing your skills.
    • 💡When presenting findings, use visuals like charts or tables if you have quantitative data, and always explain how your results answer your research question; avoid just describing the process without analysis.
    • 💡For the self-review, be specific and use examples: instead of saying 'I could have done better,' say 'I found it hard to find relevant articles, so next time I will use different search terms or ask the librarian for help.' This shows reflective practice.
    • 💡Use specific examples from health and social care settings (e.g., a care home, hospital, or day centre) to illustrate your points. This shows you can apply theory to practice.
    • 💡When discussing communication, mention both verbal and non-verbal methods, and explain why active listening is crucial for building rapport with service users.
    • 💡For safeguarding questions, always refer to the 'whistleblowing' policy and the importance of reporting concerns to a designated person, not just keeping quiet.

    Common Mistakes

    Common errors to avoid in your coursework

    • Choosing overly broad research topics, making it difficult to gather focused evidence or draw meaningful conclusions within the scope of the assignment.
    • Failing to keep clear records during the research phase, leading to incomplete or disorganized evidence that does not demonstrate the research process.
    • Neglecting to link findings back to the original research question, resulting in a presentation that lacks a coherent argument or purpose.
    • Struggling with referencing, omitting sources or using inappropriate formats, which undermines the credibility of the work.
    • Misconception: Health and social care is just about 'being kind' and doesn't require formal knowledge. Correction: While kindness is important, the role requires understanding of legal frameworks, communication techniques, and safeguarding procedures to ensure safe and effective care.
    • Misconception: Confidentiality means never sharing any information. Correction: Confidentiality can be breached if there is a risk of harm to the individual or others, or if required by law (e.g., safeguarding concerns).
    • Misconception: Equality means treating everyone exactly the same. Correction: Equality involves recognising individual differences and providing tailored support to ensure everyone has the same opportunities and outcomes.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic understanding of what health and social care involves (e.g., caring for others, supporting wellbeing).
    • •Familiarity with the concept of rights and responsibilities (e.g., from PSHE or citizenship studies).
    • •No formal qualifications are required, but good literacy and communication skills are helpful.

    Key Terminology

    Essential terms to know

    • Be able to plan research., Be able to carry out the research plan., Be able to present the findings of the research and review own skills.

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