Key term
CCEA A-Level Health and Social Care 0003
Promoting Quality Care
Topic overviewThe values of care and their impact on service usersIndividual rights and choicesAnti-discriminatory practiceRespect, dignity and confidentialityChildren's rights and special educational needs legislationHuman rights and safeguarding legislationDisability discrimination legislationMental health legislation and capacityHealth and safety legislation, COSHH and RIDDORPolicies that promote quality carePoor practice and its impact on people
Communication in Health, Social Care and Early Years Settings
Topic overviewThe range of people staff communicate withVerbal communicationNon-verbal communication and body languageWritten and electronic communicationThe purposes of communication in care settingsConfidentiality and privacy in communicationPhysical and emotional factors that support communicationPractitioners' communication skillsBarriers arising from sensory impairment, illness and disabilityBarriers arising from mental health, language and cultureOvercoming barriers to communicationTeam communication and reflecting on your own practice
Health and Well-Being
Topic overviewConcepts of health, ill-health and diseaseMental health, mental illness and psychological well-beingThe needs of service users and how settings meet themThe effects of ill-health on education, employment, income and relationshipsSocio-economic factors affecting health and well-beingInherited conditions: cystic fibrosis and Huntington's diseaseConditions associated with ageing: osteoarthritis and type 2 diabetesEnvironmental factors: location, pollution and occupational hazardsBehavioural factors: exercise, diet, smoking, alcohol and drug useApproaches to health promotion and personal responsibilityStatutory services and the World Health OrganisationVoluntary, private and commercial providersPrejudice, discrimination and stereotypingAnti-discriminatory practice and equality law in Northern Ireland
Safeguarding Children
Topic overviewPhysical development from one to eight yearsIntellectual and language development from one to eight yearsEmotional and social development from one to eight yearsPromoting development through activities and interactionPiaget and Vygotsky in early years practiceSkinner and Bandura: managing behaviour and modellingErikson and Bowlby: attachment, identity and settling inTypes of abuseIndicators of abuse in childrenSafeguarding responsibilities and the setting's policiesFactors that increase the risk of child abuse
Adult Service Users
Topic overviewKey concepts in work with adults: need, protection, disability, empowerment and person-centred careOlder people: needs and how they are metAdults with physical disabilities: needs and how they are metAdults with learning disabilities: needs and how they are metAdults living with mental ill health: needs and how they are metHealth practitioners working with adult service usersSocial care practitioners and advocacyReablement and the care planning cycleThe Bengoa Report and a new model of health and social careConfidentiality, safeguarding adults and whistle-blowing policiesStatutory, private and voluntary provision and how it is fundedInformal carers and the Carers and Direct Payments Act (Northern Ireland) 2002
Holistic Therapies
Topic overviewThe holistic approach and safe practiceAcupunctureAromatherapyHerbalismReflexologyPilates and kinesiologyMedical approaches: medication, surgery and physiotherapyManaging asthma, high blood pressure and arthritisManaging insomnia, migraine, back pain, depression and irritable bowel syndromeComparing holistic therapies and medical treatmentsCurrent trends, evidence and holistic therapies in care settings
Understanding the Physiology of Health and Illness
Topic overviewThe animal cell and its organellesCell specialisation and the four tissue typesThe organisation of the nervous systemThe major areas of the brainNeurones, the reflex arc and the synapseMultiple sclerosis, spinal cord injury and strokeThe endocrine glands and their hormonesType 1 and type 2 diabetesThe digestive system and how food is broken downPancreatitis, cirrhosis of the liver and stomach ulcersThe urinary system and the kidney nephronRenal failure, incontinence and dehydrationLiving with a physiological disorder
Applied Research
Topic overviewChoosing a research topic and writing a rationaleResearch objectives and the hypothesisSearching the literature and using secondary sourcesHarvard referencing and citing sourcesQuestionnaires as a research toolInterviews and interview schedulesObservation and observation chartsValidity and reliability in research designSampling techniques and representativenessEthics in research with people who use servicesCollating and presenting quantitative dataAnalysing results and drawing conclusionsEvaluating the methodology and recommending improvements
Body Systems and Physiological Disorders
Topic overviewThe heart and the cardiac cycleBlood, blood vessels and the double circulationControl of heart rate and blood pressureThe respiratory system, ventilation and gas exchangeBehaviour that protects the heart and lungsNormal ranges for pulse and breathing rates, and causes of deviationMonitoring pulse and breathing safely before and after exercisePresenting and analysing monitoring resultsCoronary heart disease, asthma and other physiological disordersDiagnostic techniques and what each one showsTreatments, care pathways, practitioners and support servicesThe effects of a physiological disorder on everyday life
Providing Services
Topic overviewThe origins of the welfare stateLegislation shaping service provision in Northern IrelandSafeguarding, mental health and disability legislationPolicies in health and social care settingsDemographic trends and their effect on servicesStatutory, private, voluntary and informal providersHow the providers are fundedIntegration, community care and evaluating provisionMeeting physical, intellectual, emotional and social needsAccessing services and routes of referralBarriers to access and how they are overcomeThe roles and specialisms of practitionersInterdisciplinary team workingCodes of practice, regulation and quality assurance
Public Health and Health Promotion
Topic overviewThe concept of public healthPublic health issues in the United KingdomHow public health issues are addressed in Northern IrelandLegislation, taxation and the law as public health toolsThe Public Health Agency and its campaignsApproaches to health promotionEvaluating a health promotion campaignChoosing a topic, an aim and a target groupDelivery methods and materialsDrawing up and justifying the planDesigning tools to evaluate the activityCarrying out and evaluating the activity
Supporting the Family
Topic overviewFamily structures since the Second World WarWhy family structures have changedHow families meet physical and intellectual needsHow families meet emotional and social needsHealth and social care services a family may needStatutory services and how they support familiesThe private sector and informal careVoluntary organisations supporting familiesEffects on families of accessing servicesDomestic violence, child abuse and addictionPoverty, mental illness and bereavement in familiesPoor parenting, behavioural problems, special needs and racism
Understanding Human Behaviour
Topic overviewThe psychoanalytic perspective and Freud's theory of personalityThe humanistic perspective and Rogers' theory of personalityBehaviourism: Pavlov, Skinner and conditioningThe cognitive perspective: Beck and EllisSocial learning theory and the Bobo doll experimentThe biological perspective on behaviourPerspectives on depression and its treatmentPerspectives on aggression and its treatmentPerspectives on stress and its managementPerspectives on anorexia nervosa and bulimia nervosaPerspectives on phobias and their treatmentSocio-economic influences on behaviour
Human Nutrition and Health
Topic overviewProtein, carbohydrate and fat: functions and sourcesVitamins: functions, sources and deficiencyMinerals, water and dietary fibreCurrent dietary guidance and the bodies that issue itNutritional requirements at each stage of lifeVegan diets and meeting nutritional requirementsEnergy requirements, basal metabolic rate and activity levelsModifying recipes and diets for intolerance and allergyDiet-related conditions of the gut, bowel and teethDiet, cardiovascular disease, diabetes and obesityFactors influencing food choiceFood hygiene and the safe storage and preparation of foodFood poisoning bacteria, symptoms and food safety enforcement
Applied Research
- 13 subtopics
- 39 things to know
- A2 1
What Applied Research covers
Applied Research is examined in Unit A2 1, Applied Research — compulsory for the Double Award; one of four options for the Single Award. It covers choosing a research topic and writing a rationale, research objectives and the hypothesis, Searching the literature and using secondary sources, Harvard referencing and citing sources, questionnaires as a research tool, interviews and interview schedules, observation and observation charts, validity and reliability in research design, sampling techniques and representativeness, ethics in research with people who use services, Collating and presenting quantitative data, analysing results and drawing conclusions and evaluating the methodology and recommending improvements.
Where it is assessed
A2 1
Applied Research — an internally assessed report.
Check the CCEA specification ↗The 13 subtopics
Each one has its own page.
- Choosing a research topic and writing a rationaleRationale in a piece of research, feasibility of a research topic and gatekeeper in health and social care research.Open →
- Research objectives and the hypothesisTerm research objective, difference between an aim and an objective and term hypothesis.Open →
- Searching the literature and using secondary sourcesTerm secondary source, literature review and particular value of a government report as a source.Open →
- Harvard referencing and citing sourcesHarvard referencing system, elements of a Harvard reference for a book and term plagiarism.Open →
- Questionnaires as a research toolTerm questionnaire, likert scale and leading question.Open →
- Interviews and interview schedulesTerm interview schedule, semi-structured interview and interviewer effect.Open →
- Observation and observation chartsObservation as a method of primary research, observation chart and ethical problem with covert observation in a care setting.Open →
- Validity and reliability in research designTerm validity, term reliability and difference between validity and reliability.Open →
- Sampling techniques and representativenessTarget population in a piece of research, term sample and sampling frame.Open →
- Ethics in research with people who use servicesInformed consent, right to withdraw and confidentiality in research.Open →
- Collating and presenting quantitative dataCoding in the handling of quantitative data, raw data table and mean, the median and the mode.Open →
- Analysing results and drawing conclusionsTrend in a set of results, anomalous result and why correlation does not prove causation.Open →
- Evaluating the methodology and recommending improvementsSampling bias, researcher bias and non-response bias.Open →
What you need to know
Answer each one before you reveal it.
Your recallNot started
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What is the key difference between stratified sampling and quota sampling?
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What should a researcher do if a participant becomes distressed?
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Define the term research objective.
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Define the term secondary source.
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What is the Harvard referencing system?
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Define the term questionnaire.
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Define the term interview schedule.
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Define observation as a method of primary research.
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Define the term validity.
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What does it mean to collate the data from a piece of primary research?
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Distinguish the results of a study from the analysis of them.
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How is the validity of the primary method judged after the event?
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What is a rationale in a piece of research?
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What is the difference between an aim and an objective?
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Name four kinds of secondary source suitable for a health and social care literature search.
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What does a Harvard citation within the text contain?
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Why does a questionnaire suit the collection of quantitative data?
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Distinguish a structured interview from an unstructured interview.
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What is an observation chart?
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Define the term reliability.
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Define the target population in a piece of research.
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Define informed consent.
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What is a tally chart used for?
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What is a trend in a set of results?
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How is the reliability of the primary method judged?
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Explain how the timescale of a project limits the topic a researcher can choose.
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Define the term hypothesis.
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Give two further kinds of secondary source beyond books and journal articles.
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How is a Harvard reference list ordered?
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Distinguish a closed question from an open question.
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What is a semi-structured interview?
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Distinguish participant observation from non-participant observation.
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Explain the difference between validity and reliability.
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Define the term sample.
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Why is written consent normally obtained?
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Explain coding in the handling of quantitative data.
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What is an anomalous result, and how should it be treated?
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Define researcher bias.
Take Applied Research further
The same content, four other ways.
Commonly confused
Pairs that lose marks when they are blurred together.
Correlation vs Causation
Correlation: two measurements moving together. Causation: one of them actually producing the change in the other.
Stratified sampling vs Quota sampling
Stratified sampling: filling layers of the population by selecting at random inside each one. Quota sampling: filling layers of the population by taking whoever is available until each is full.
Random sampling vs Opportunity sampling
Random sampling: a method giving everyone on a list an equal chance of being chosen. Opportunity sampling: a method taking whoever happens to be present and willing.
Questions from this topic
Each one with the model answer underneath.
- 1
What is a rationale in a piece of research?
Model answer
A rationale is the justification for studying a topic, setting out why the question matters and what the research will add.
- 2
Give two things that make a research topic relevant to health, social care or early years.
Model answer
A relevant topic addresses a real need in a care setting, and its findings could improve practice or outcomes for the people who use the service.
- 3
Why must a researcher check the availability of secondary sources before settling on a topic?
Model answer
A topic with almost nothing published on it leaves the researcher unable to build a literature review or compare findings with anyone else's.
- 4
Explain how the timescale of a project limits the topic a researcher can choose.
Model answer
A short timescale rules out topics needing repeated visits, large samples or long-term follow-up, so the question has to be narrowed to what fits the time.
- 5
What is meant by the feasibility of a research topic?
Model answer
Feasibility is whether the research can actually be carried out with the time, access, participants and resources the researcher has.
- 6
Why is a topic as broad as health inequality unsuitable as it stands?
Model answer
A broad topic cannot be tested by one small study, so the researcher must narrow it to a single measurable question about one group of people.
What is inside Levo
Six ways to work the same material.
Applied Research revision questions
- What does Applied Research cover in CCEA A-Level Health and Social Care?
- 13 subtopics: choosing a research topic and writing a rationale, research objectives and the hypothesis, searching the literature and using secondary sources, harvard referencing and citing sources, questionnaires as a research tool, interviews and interview schedules, observation and observation charts, validity and reliability in research design, sampling techniques and representativeness, ethics in research with people who use services, collating and presenting quantitative data, analysing results and drawing conclusions and evaluating the methodology and recommending improvements. Each one has its own page with questions and model answers.
- How is Applied Research organised?
- By the CCEA 0003 specification, subtopic by subtopic, so it matches the order you are taught it in.
Every question in Applied Research, on a schedule.
Attempt a question from memory, write the correct version, then attempt it again. Levo records the jump between your first attempt and your last, and brings each question back on the day you are due to forget it.
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