HSO4004 Principles of Care Assessment 1: Case Study and Assessment 2: Reflective Account Sem 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

HSO4004 Assessment 1: Essay

Assessment Number	001
Assessment Type (and weighting)	Task 1- Essay (70% weighting for this module)
Assessment Name	Essay
Assessment Submission Date	Assessment 001 Submission 12/12/2025 – WEEK 12 (Before 23:59 UK Time)

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:

Module Learning Outcomes	Assessment Type (No.)
LO1: Explain the principles of care and how they are implemented in health and social care practice	Written Essay (Assessment 001)
LO2: Demonstrate awareness of the impact of policy, legislation, regulation, and codes of conduct on health and social care practice	Written Essay (Assessment 001)
LO3: Appreciate how rights and autonomy need to be balanced against the need to protect vulnerable people	Written Essay (Assessment 001)

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.

HSO4004 Assessment 2: Reflective Account

Assessment Number	002
Assessment Type (and weighting)	Task 2- Reflective Account (30% weighting for this module)
Assessment Name	Reflective Account
Assessment Submission Date	Assessment 002 Submission 16/01/2026 – WEEK14 (Before 23:59 UK Time)

Learning Outcomes Assessed In Assessment 2:

LO4: Show appreciation of boundaries in care relationships, considering the application of principles of good practice in carrying out care

Reflective Account
(Assessment 002)

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:

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

AI Status

Application

Notes

Category A

No GAI tool is permitted.

While grammar and/or spell checkers may be used to correct individual words and sentences, the use of GAI is not allowed. This is because the learning outcomes require you to produce original assessment work without any GAI assistance

Any GAI generated content which is presented as your own original work and is not acknowledged will be assessed for academic misconduct.

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

Relevance

Learning outcomes must be met for an overall pass

Knowledge and Understanding

Analysis, Creativity and Problem-Solving

Self-awareness and Reflection

Research/

Referencing

Written English

Presentation and Structure

Class I
(Exceptional Quality)85% – 100%

Work is directly relevant and expertly addresses the requirements of the brief.

Learning outcomes are met.

Demonstrates breadth of knowledge and understanding of theory and practice beyond the threshold expectation for the level.

Demonstrates excellent understanding of key concepts in different contexts.

Presents an excellent and cohesive appraisal of findings through the critical analysis of information.

Draws clear, justified and thoughtful conclusions. Demonstrates creative flair, originality and initiative.

Demonstrates a critical understanding of problem-solving approaches and applies strong problem-solving skills.

Provides insightful reflection and self-awareness in relation to the outcomes of own work and personal responsibility.

A wide range of contemporary and relevant reference sources selected and drawn upon.

Sources cited accurately in both the body of text and in the Reference List/ Bibliography.

Writing style is clear and appropriate to the requirements of the assessment. An exceptionally well written answer with competent spelling, grammar and punctuation. For example, paragraphs are well structured and include linking and signposting. Sentences are complete and different types are used.

A wide range of appropriate vocabulary is used.

The presentational style and layout are correct for the type of assignment.

Evidence of planning and logically structured.

Where relevant, there is effective placement of, and reference to, figures, tables and images.

Class I
(Excellent Quality)70% – 84%

Work is relevant and comprehensively addresses the requirements of the brief.

Learning outcomes are met.

Demonstrates an excellent breadth of knowledge and understanding of theory and practice for this level.

Demonstrates in-depth understanding of key concepts.

Presents an excellent and cohesive discussion of findings through the interpretation and evaluation of information sources.

Draws clear, justified and thoughtful conclusions.

Demonstrates clearly creativity and initiative.

Applies excellent problem-solving skills.

Provides excellent reflection and self-awareness in relation to the outcomes of own work and personal responsibility.

A range of contemporary and relevant reference sources selected and drawn upon.

Sources cited accurately in both the body of text and in the Reference List/Bibliography.

Writing style is clear and appropriate to the requirements of the assessment. An excellently well written answer with competent, spelling, grammar and punctuation. For example, paragraphs are well structured and include linking and signposting. Sentences are complete and different types are used.

A wide range of appropriate vocabulary