This guide will help you answer 1.7 Explain the importance of literacy, numeracy and digital skills in adult care and how to develop these skills in the workforce.
Literacy, numeracy and digital skills each have a significant impact on adult care. These abilities form the bedrock of safe, effective and responsive care. Each skill set helps workers support service users, meet organisational requirements, and satisfy legal standards. Gaps in these areas can lead to risks and failures.
Literacy Skills
Literacy means the ability to read, write, and communicate clearly. It affects every aspect of a worker’s role. Good literacy skills make it easier to:
- Read care plans accurately
- Record observations
- Follow policies and procedures
- Complete mandatory forms
- Understand and explain medication instructions
- Communicate clearly with service users, families, and professionals
Clear writing enables others to understand instructions. Accurate reading of documents supports compliance with organisational policies. Misunderstandings due to poor literacy can lead to medication errors, incomplete records or missed information.
Literacy also supports safeguarding. If a worker cannot read or write well, they might not spot signs of abuse or record their concerns correctly, putting vulnerable adults at risk.
Service users need staff who can listen and explain matters calmly and understandably. Good communication helps to build trust and rapport. It encourages independence and inclusion.
Numeracy Skills
Numeracy is the ability to use and understand numbers. In adult care, this means much more than basic maths. Workers use numeracy skills to:
- Measure medication doses correctly
- Record timings for care plans or medication rounds
- Calculate nutritional needs
- Understand risk assessments and weight measurements
- Manage service user finances responsibly
- Keep accurate records of expenditure and budgeting
A small mathematical mistake can have serious results. For example, giving the wrong medication dose can harm service users. Not calculating food or fluid intake correctly may risk malnutrition or dehydration. Clear records support audits and inspections by regulatory bodies.
Numeracy also links to care planning. For instance, being able to read charts, scales and graphs helps workers recognise changes in a person’s condition, blood glucose levels or mobility.
Digital Skills
Digital skills mean the ability to use digital devices and services. This can include computers, tablets, mobile phones, and specialist software used in care settings. Good digital skills support workers to:
- Access and update electronic care records
- Order and track medications online
- Communicate using email and messaging systems
- Use digital rota systems and clock in/out apps
- Access training and learning resources online
- Safely store and manage digital data
Digital systems are increasingly used for delivering care. Electronic records are standard in most organisations. Being able to use digital tools speeds up communication, reduces errors, and allows for quick updates.
Poor digital skills risk exclusion from information and systems. Workers may miss out on training or support services. Inadequate skills can mean gaps in record keeping or missed alarms and reminders.
Digital literacy also supports confidentiality and data protection. Workers must log out of systems, keep passwords safe, and follow data security laws.
The Impact of Skills Gaps in Adult Care
When workers struggle with literacy, numeracy or digital skills, the quality of care drops.
Possible risks include:
- Medication errors
- Incorrect use of equipment
- Poor quality of record keeping
- Reduced service user confidence
- Increased risk of abuse or neglect
- Missed health changes or deteriorations
- Difficulty in accessing or sharing information
These problems can have legal, financial and reputational impacts. They also lower morale and hinder team working.
Recruitment and retention are harder where staff feel unsupported or overwhelmed by skill demands.
Legal and Organisational Requirements
Regulations such as the Care Quality Commission (CQC) standards in England require providers to maintain competent, safe, and effective teams. Staff must have the skills to:
- Deliver person-centred care
- Keep clear and accurate records
- Manage medicines safely
- Protect and respect confidentiality
GDPR (General Data Protection Regulation) and the Data Protection Act 2018 require all information to be processed securely and accurately. Workers must keep records up-to-date and accessible only to those allowed.
Guidance from Skills for Care and other sector leaders also expects staff to improve and refresh these core skills.
Developing Literacy, Numeracy and Digital Skills in the Workforce
Staff training and support must be practical, ongoing, and accessible. Developing these skills is not a one-off event. It is a continuous process, supported by effective leadership and a positive workplace culture.
Identifying Learning Needs
Start by finding out what level of skill each worker has. There are different ways to do this, including:
- Carrying out a skills audit using simple quizzes or observations
- Reviewing qualifications and certificates
- Providing private self-assessment tools
- Observing day-to-day practice
Some staff may not feel confident talking about skill gaps. Managers should encourage openness and avoid blame or embarrassment.
Embedding Core Skills in Induction
All new staff should have their skills assessed at induction. If gaps are found, support plans can be put in place early. Induction training should include:
- Reading and following care plans
- Filling in forms and daily logs
- Safe calculation of medication and nutrition
- Basic ICT training, such as logging onto systems
This supports safe practice from the start.
Ongoing Training and Development
Support staff to improve their skills by offering:
- Workshops or group classes on literacy and numeracy
- One-to-one coaching or mentoring
- Access to online learning modules
- Training on specific software or digital systems
- Step-by-step guides and visual resources
- Refresher courses
Some care workers may need accredited courses, such as Adult Functional Skills. These can be done at local colleges or online, with time given for study.
Offer practical, real-world training that links to daily tasks. Use real care plans, medication charts, or electronic systems during sessions.
Improving Digital Confidence
Some staff may find digital skills intimidating, especially if they have not used computers before. To build confidence:
- Use clear, simple instructions
- Offer training at a steady pace
- Provide practice sessions with support on hand
- Use ‘digital champions’ – staff who are confident and can help others
- Make digital tools as user-friendly as possible
Staff should get help with any new systems straight away. This prevents bad habits forming.
Support through Supervision and Appraisals
Managers should regularly review skill levels in supervision and appraisal meetings. Ask staff about their confidence with paperwork, calculations, and digital tools.
Use these meetings to:
- Set personal development goals
- Agree training or support plans
- Identify areas where staff feel least confident
List achievements to build self-belief.
Learning in Teams
Encourage sharing and learning in groups. Staff learn a lot from teamwork. Examples include:
- Peer mentoring or buddying with more experienced staff
- Team discussions on best ways to complete records or calculations
- Sharing new tips or shortcuts discovered with digital tools
This creates a safe space for questions and learning.
Linking Learning to Everyday Tasks
Learning ‘on the job’ is often most effective. Managers can:
- Pair less confident staff with experienced workers for complex tasks
- Use real paperwork to practise literacy tasks
- Go through digital systems together during shifts
- Carry out group practice with support from digital champions
This keeps sessions relevant and practical.
Using External Support and Resources
Managers can signpost staff to:
- Local adult education classes
- Online courses in English, maths or IT
- Sector bodies, such as Skills for Care, for training materials
- Community learning hubs or libraries
Some employers partner with colleges or training providers for tailored sessions.
Removing Barriers
Staff may face obstacles to learning. For example:
- Lack of time
- Fear of embarrassment
- Learning difficulties, such as dyslexia or dyscalculia
- Language barriers for those with English as a second language
- Health problems affecting learning
Managers should tackle these barriers honestly. Solutions can include:
- Scheduling training during quiet times
- Providing materials in different formats, like large print or audio
- Offering support for those with dyslexia (like coloured overlays)
- Providing translation or language support
The workplace should be supportive and inclusive. Staff should feel safe to ask for help.
Reviewing Progress
Progress should be reviewed regularly, not just once. Keep checking:
- Is paperwork clear and correct?
- Are medication records accurate?
- Are staff logging onto digital systems unaided?
- Have errors or incidents dropped?
Feedback from service users and families gives valuable evidence of improved communication and quality.
Keep records of training provided, skills audits and any improvements.
Managers should praise improvements and reward success.
The Role of Leadership
Managers and leaders must set the right example. They need to:
- Show positive attitudes to learning
- Recognise skill gaps without judgement
- Encourage support and openness
- Provide time and resources for training
- Be honest when they do not know something
Staff watch how leaders behave. If managers show learning is valuable, others will follow.
Support from management helps staff feel valued. High morale boosts recruitment and retention.
Examples from Practice
Literacy in Care Planning
A support worker found writing care plans hard. She joined a workplace literacy class. Her written reports improved, making it easier for other staff to follow her instructions. Her confidence grew and she began helping new staff with their paperwork.
Numeracy for Medication
Several staff felt unsure about calculating doses. The manager arranged refresher training, using real-life scenarios and pharmacy support. Staff soon felt more secure giving medicines. Medication errors reduced.
Digital Skills for Records
A new electronic care record system was introduced. At first, some care workers felt anxious. Digital champions gave extra support, running small group sessions. After training, staff updated records correctly and messages were shared quickly, saving time and improving care.
Final Thoughts
Literacy, numeracy, and digital skills affect every part of adult care. Workers need to read, write, calculate, and use digital tools to provide safe, person-centred support. Gaps can cause mistakes that harm service users and break the law.
Developing these skills needs a planned approach. Assess skills, offer ongoing practical training, make digital tools accessible, support learning in the team, remove barriers and review progress.
With a supportive culture, regular training and effective leadership, the adult care workforce can thrive. Staff feel confident, mistakes are fewer, and the quality of care rises for those who need it most.
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