Roleplay 1: First home visit

The learner (carer) visits a new service user who is nervous about receiving care and wants to maintain their independence. The learner's goal is to be reassuring and build initial rapport.

Roleplay 2: Morning greeting at care home

The learner (carer) greets a resident in a care home. The resident is friendly but confused about who the learner is. The learner must introduce themselves clearly and gently.

Roleplay 3: Building rapport during tea

The learner (carer) has tea with a chatty service user who loves to talk about Cornwall. The learner's role is to engage in conversation to build a positive relationship.

Roleplay 1: Explaining what you can do

A service user asks the learner (carer) to do tasks outside their care plan, like shopping and gardening. The learner must politely explain the boundaries of their role.

Roleplay 2: Discussing care visit times

A service user requests different visit times than those scheduled. The learner (carer) needs to explain the scheduling process and how to formally request a change.

Roleplay 3: Clarifying boundaries with family

A service user's family member expects the learner (carer) to do general housework. The learner must professionally clarify their specific responsibilities as outlined in the care plan.

Roleplay 1: Learning about preferences

The learner (carer) interacts with a service user who is very particular about how their daily tasks are done. The goal is to listen and adapt to build trust.

Roleplay 2: Discussing personal history

A service user with a proud Cornish heritage loves to talk about their life. The learner (carer) should actively listen and engage to build a strong rapport.

Roleplay 3: Establishing routine

The learner (carer) works with a service user who feels most comfortable with a predictable routine. The task is to understand and follow their preferred way of doing things.

Roleplay 1: Morning wash assistance

A service user is embarrassed about needing help with their morning wash. The learner (carer) must provide assistance with dignity and sensitivity.

Roleplay 2: Shower support

A service user is worried about falling in the shower. The learner (carer) needs to provide physical support and constant reassurance to ensure safety and comfort.

Roleplay 3: Dressing assistance

A service user wants to choose their own clothes but needs help putting them on. The learner (carer) must support their choice and provide the necessary physical assistance.

Roleplay 1: Helping to stand from chair

A service user is unsteady on their feet and frightened of falling. The learner (carer) must use correct manual handling techniques and provide encouragement to help them stand.

Roleplay 2: Walking with frame

A service user is determined to walk with their frame but is wobbly. The learner (carer) needs to offer encouragement and ensure their safety during the walk.

Roleplay 3: Getting into bed

A service user is tired at the end of the day and needs careful support to get into bed safely. The learner (carer) must assist with the transfer in a calm and gentle manner.

Roleplay 1: Offering toilet assistance

A service user needs help getting to the toilet but feels embarrassed to ask. The learner (carer) must offer assistance proactively and with discretion.

Roleplay 2: Pad change after accident

A service user is upset and apologetic after an episode of incontinence. The learner (carer) must provide care in a reassuring and dignified manner.

Roleplay 3: Establishing toileting routine

A service user has frequent accidents. The learner (carer) needs to work with them to establish a regular toileting routine with gentle prompting.

Roleplay 1: Encouraging self-washing

A service user is physically capable of washing themselves but lacks confidence. The learner (carer) should encourage and supervise them rather than doing it for them.

Roleplay 2: Supporting meal preparation

A service user wants to make their own breakfast. The learner (carer) must supervise to ensure safety while promoting their independence.

Roleplay 3: Promoting choice

A service user wants more control over their daily decisions (e.g., what to wear, what to eat). The learner (carer) must actively support and respect their choices.

Roleplay 1: Checking care plan details

The learner (carer) reviews the day's tasks with their supervisor, checking the care plan to ensure they understand the required care for a specific service user.

Roleplay 2: Following specific instructions

A service user has very particular care requirements documented in their plan. The learner (carer) must demonstrate they can follow these instructions accurately.

Roleplay 3: Clarifying care plan

The learner (carer) finds part of a care plan unclear. They must contact the care coordinator to check the details before providing care.

Roleplay 1: Completing visit notes

A supervisor checks the daily care notes written by the learner (carer) to ensure they are factual, clear, and recorded correctly.

Roleplay 2: Documenting refused care

A service user has declined a shower. The learner (carer) must record this refusal appropriately, noting the reason and any actions taken.

Roleplay 3: Recording health concerns

The learner (carer) needs to give a handover to a colleague, clearly communicating a health concern they observed and documented about a service user.

Roleplay 1: Reporting increased needs

The learner (carer) reports to the care coordinator that a service user now needs more support than is outlined in their current plan.

Roleplay 2: Discussing equipment needs

The learner (carer) discusses their observation with an occupational therapist that a service user may now need a walking aid to move safely.

Roleplay 3: Reviewing goals

A service user's condition has improved. The learner (carer) discusses with the service user how their care plan goals can be updated to reflect their desire to do more independently.

Roleplay 1: Morning handover

The learner (carer) receives a handover from a night shift colleague, who passes on important information about what happened overnight.

Roleplay 2: Reporting concerns

The learner (carer) is worried about a service user's health and must clearly and accurately report their concerns to a senior carer.

Roleplay 3: Team meeting update

In a team meeting, the learner (carer) provides an update to colleagues on a service user's progress and any recent changes.

Roleplay 1: Making morning tea and toast

A service user is particular about how their tea is made. The learner (carer) must listen to their preferences and prepare their morning tea and toast exactly as requested.

Roleplay 2: Preparing sandwich lunch

A service user wants a specific type of sandwich ('butty'). The learner (carer) must ask questions to understand their preferences and prepare it correctly.

Roleplay 3: Cooking simple breakfast

A service user who wants scrambled eggs supervises the learner (carer) to ensure they are made just right. The learner must follow their instructions.

Roleplay 1: Encouraging poor eater

A service user has no appetite and is not interested in food. The learner (carer) must use gentle encouragement and creative approaches to support them to eat.

Roleplay 2: Feeding assistance

A service user has difficulty using cutlery and needs help eating. The learner (carer) must provide feeding assistance patiently and respectfully.

Roleplay 3: Making mealtime enjoyable

A service user tends to eat better when there is conversation and company. The learner (carer) should engage them in a pleasant chat to make mealtime more enjoyable.

Roleplay 1: Preparing diabetic meal

A service user with diabetes explains to the learner (carer) what they can and cannot eat. The learner must demonstrate understanding and prepare a suitable meal.

Roleplay 2: Texture-modified diet

A service user has swallowing difficulties and requires soft food. The learner (carer) must prepare a meal that meets the texture-modified requirements of their diet.

Roleplay 3: Religious dietary needs

A Muslim service user explains their halal dietary requirements to the learner (carer). The learner must show respect and understanding of these religious needs.

Roleplay 1: Checking food dates

A supervisor teaches the learner (carer) how to perform proper food safety checks in a service user's home, including checking use-by dates.

Roleplay 2: Safe food storage

The learner (carer) identifies food storage concerns in a service user's disorganized fridge and must address the situation safely and sensitively.

Roleplay 3: Kitchen hygiene

A service user's family member expresses concern about kitchen cleanliness. The learner (carer) must demonstrate high standards of hygiene and reassure the family.

Roleplay 1: Noticing service user is unwell

The learner (carer) observes that a service user is more confused than usual and is not eating. They must identify these signs and know who to report them to.

Roleplay 2: Reporting to district nurse

The learner (carer) has a concern about a wound that isn't healing on a service user. They must contact and clearly report their observations to the district nurse.

Roleplay 3: Monitoring after illness

A service user is recovering from an infection. The learner (carer) is responsible for monitoring their progress and looking for any signs of improvement or relapse.

Roleplay 1: Medication reminder

A service user often forgets to take their tablets. The learner (carer) must provide a daily prompt in a friendly and effective way.

Roleplay 2: Explaining new medication

A service user has a new prescription and is worried about side effects. The learner (carer) needs to provide reassurance and explain the information they have been given.

Roleplay 3: Recording medication refusal

A service user does not want to take their tablets today. The learner (carer) must handle the situation sensitively and document the refusal correctly.

Roleplay 1: Supporting with chronic pain

A service user lives with daily discomfort from arthritis. The learner (carer) must discuss and implement strategies to help manage their pain.

Roleplay 2: Monitoring diabetes symptoms

A service user with diabetes is feeling dizzy. The learner (carer) needs to recognize this as a potential symptom related to blood sugar and take appropriate action.

Roleplay 3: Reporting chest infection

The learner (carer) observes that a service user has a persistent cough and other signs of a chest infection. They must report this to their manager or the relevant GP.

Roleplay 1: Responding to fall

A service user has fallen in the bathroom. They are conscious but hurt. The learner (carer) must assess the situation and provide the correct first aid response.

Roleplay 2: Managing choking

A service user starts choking on food and is having difficulty breathing. The learner (carer) must act quickly and perform the correct emergency procedure.

Roleplay 3: Calling emergency services

A service user has collapsed and is not responding. The learner (carer) plays the role of the caller, providing clear and calm information to a 999 operator.

Roleplay 1: Daily update to daughter

A family member visits and wants to know how their parent is doing. The learner (carer) must provide a professional and appropriate update.

Roleplay 2: Addressing family concerns

A family member is worried that their parent isn't eating enough. The learner (carer) must listen to their concerns and explain what is being done to support the service user.

Roleplay 3: Including family in care

A family member wants to be more involved in providing care. The learner (carer) discusses with them how they can work together as a team.

Roleplay 1: GP home visit

A GP is making a home visit. The learner (carer) needs to provide the doctor with relevant observations about the service user's medication and health.

Roleplay 2: District nurse coordination

The learner (carer) coordinates with a district nurse to plan a schedule for wound care, ensuring continuity of care.

Roleplay 3: Reporting to pharmacist

While collecting a prescription, the learner (carer) discusses a medication-related query with the pharmacist on behalf of the service user.

Roleplay 1: Social worker visit

A social worker visits to review if the current care package is adequate. The learner (carer) provides their professional input on the service user's needs.

Roleplay 2: Physiotherapist coordination

A physiotherapist is teaching the learner (carer) specific mobility exercises to do with a service user. The learner must demonstrate they understand and can perform them correctly.

Roleplay 3: Team meeting

The learner (carer) participates in a multidisciplinary team meeting with other professionals to discuss a service user's overall care plan.

Roleplay 1: De-escalating angry service user

A service user is upset and shouting because their care visit was late. The learner (carer) must use de-escalation techniques to calm the situation.

Roleplay 2: Managing refusal of care

A service user is refusing to have personal care today. The learner (carer) must handle the situation with respect and patience while still ensuring their wellbeing.

Roleplay 3: Supporting distressed person

A service user is anxious and crying. The learner (carer) needs to provide emotional support and reassurance to help them feel safe.

Roleplay 1: Reporting unexplained bruising

The learner (carer) has noticed unexplained bruises on a service user and is concerned. They must report these concerns to their supervisor according to safeguarding procedures.

Roleplay 2: Financial abuse concerns

The learner (carer) suspects a family member may be taking a service user's money. They must report this serious concern to their manager.

Roleplay 3: Neglect by family

The learner (carer) is concerned a service user is being neglected by their family. They must report their observations to a social worker or their designated safeguarding lead.

Roleplay 1: Family disagreement

Two family members are arguing in front of the service user about their care decisions. The learner (carer) must try to mediate or de-escalate the conflict professionally.

Roleplay 2: Setting professional limits

A service user is asking the learner (carer) for personal favours that are outside their care role. The learner must politely but firmly set professional boundaries.

Roleplay 3: Managing unrealistic expectations

A family member is demanding care tasks that are not included in the agreed care package. The learner (carer) must manage these expectations and explain the limits of their role.

Roleplay 1: Supervision meeting

The learner (carer) meets with their supervisor to discuss their training needs, reflect on their performance, and set new development goals.

Roleplay 2: Reflecting on practice

The learner (carer) discusses a difficult situation they encountered with a colleague, reflecting on what they learned and how they could handle it differently in the future.

Roleplay 3: Mentoring new colleague

The learner (carer) acts as a mentor for a new carer who is nervous on their first day, providing guidance and support.

Roleplay 1: Care planning meeting

The learner (carer) participates in a care planning meeting with the service user, focusing the discussion on what matters most to them and what their personal goals are.

Roleplay 2: Supporting life goals

A service user wants to maintain their hobbies and interests despite their health condition. The learner (carer) works with them to find ways to support these life goals.

Roleplay 3: Respecting decisions

A service user chooses to take what might be considered a care risk in order to maintain their independence. The learner (carer) must respect their decision while ensuring they understand the potential consequences.

Roleplay 1: CQC inspection

A CQC inspector is visiting and asks the learner (carer) questions about care standards, safety procedures, and how they provide person-centred care.

Roleplay 2: Quality improvement project

The learner (carer) works with their manager to help implement a new person-centred approach or another quality improvement initiative within the care service.

Roleplay 3: Demonstrating best practice

The learner (carer) shows a regional colleague or new staff member how they provide excellent care, demonstrating best practices in a specific area (e.g., medication support, mobility).