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Talk to an Expert| Category | Assignment | Subject | Education |
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| University | ________ | Module Title | Promote Person-Centred Practice, Choice and Independence in Adult Care Settings |
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Unit summary |
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This unit is aimed at those working in a wide range of adult care settings. It provides the learner with the knowledge and skills required to implement and promote person-centred approaches. |
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Assessment |
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This unit is internally assessed via a portfolio of evidence. |
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Mandatory |
Achieved/not yet achieved |
Level 3 |
6 credits |
39 GLH |
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Learning outcomes The learner will: |
Assessment criteria The learner can: |
| 1. Understand the application of personcentred practices in care settings | 1.1 Explain how person-centred values can be applied in a range of situations |
| 1.2 Describe ways to build relationships with individuals effectively | |
| 1.3 Explain how and why person-centred values and strength-based approaches must influence all aspects of care work | |
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1.4 Describe how care plans and other resources can be used to apply:
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1.5 Evaluate how active participation of individuals and others in care planning promotes person-centred values and strength-based approaches when:
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| 1.6 Explain how to collate feedback to support delivery of person-centred care in line with roles and responsibilities | |
| 1.7 Describe how to support individuals to question or challenge decisions made about them by others | |
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2. Understand the importance of individuals’ relationships |
2.1 Identify different relationships and people who may be important to individuals, including intimate or sexual relationships |
| 2.2 Analyse the impact maintaining and building relationships can have on individuals | |
| 2.3 Describe own role in supporting individuals to maintain and build relationships | |
| 3. Be able to apply person-centred approaches | 3.1 Work with an individual and others to establish and understand the individual’s history, preferences, wishes, strengths and needs |
| 3.2 Work with individuals to identify how they want to actively participate in their care and support, taking into account their history, preferences, wishes, strengths and needs | |
| 3.3 Respond to individuals’ changing needs or preferences and adapt actions and approaches accordingly | |
| 3.4 Demonstrate respect for individuals’ lifestyle, choices and relationships | |
| 3.5 Demonstrate ways to promote understanding and application of active participation to others | |
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Learning outcomes The learner will: |
Assessment criteria The learner can: |
| 4. Be able to promote individuals’ rights to make choices | 4.1 Support individuals to make informed choices and decisions |
| 4.2 Establish informed consent when providing care and support | |
| 4.3 Use support mechanisms and guidance to support the individual’s right to make choices | |
| 4.4 Work with individuals to manage risk in a way that maintains and promotes the individual’s right to make choices | |
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5. Be able to promote individuals’ independence |
5.1 Involve individuals in their care and support |
| 5.2 Support individuals to recognise their strengths and their abilities to gain confidence to self-care | |
| 5.3 Identify a range of technologies that can support or maintain individuals’ independence | |
| 6. Understand the role of risk assessments in promoting personcentred approaches, choice and independence | 6.1 Explain how risk assessments can be used to promote and enable individuals’ choice, independence and right to take risks |
| 6.2 Compare the different risk assessment methods that are used in different situations and own role within these | |
| 6.3 Explain the importance of reviewing and updating individuals’ risk assessments | |
| 6.4 Describe when risk assessments should be reviewed and updated and who should be involved in the process |
| Range |
| 1. Understand the application of person-centred practices in care settings |
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1.1 Person-centred values: These might include, but are not limited to:
1.2 Relationships: Learners should consider the range of relationships important to individuals they are supporting. Consideration should go beyond immediate family and next of kin, and may include partners/spouses, extended family, friends, pets, neighbours, people in the community and other professionals. Learners should also take into consideration intimacy, sexuality and sexual relationships. 1.2 Individuals: A person accessing care and support. The individual, or individuals, will normally refer to the person or people that the learner is providing care and support for.
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Range |
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1.3 Strength-based approaches:
Sometimes referred to as ‘asset-based approaches’. This approach focuses on individuals’ strengths/resources, building on their abilities to maintain their wellbeing and independence.
1.4 Care plans:
A care plan may be known by other names in different settings (for example, support plan, individual plan). It is a document in which day-to-day requirements and preferences for care and support are detailed and accessible to those involved in their care and support. Learners should consider their own role in using care plans when providing person-centred care, as well as how care plans are used to create and enable person-centred care. They should demonstrate understanding of how individual needs, wishes and preferences are reflected within the care plan. In addition, they should demonstrate awareness of people involved in creating a care plan, such as the individual and those important to them, as well as professionals, and how the care plan is reviewed to ensure it continues to reflect the individual’s aspirations.
1.4 Other resources:
These might include, but are not limited to:
• one-page profiles • advance care plans • assessment from other organisations • information from other people important to the individual
1.5 Planning for their futures:
This might include, but is not limited to:
• living arrangements • health and wellbeing • relationships • education or employment • end of life care
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3. Be able to apply person-centred approaches |
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3.1 Others:
In this context, may include:
• team members • other colleagues • those who use or commission their own health or social care services • families • carers • advocates
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Range |
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3.1 History, preferences, wishes, strengths and needs: These may be based on experiences, desires, values, beliefs or culture, and may change over time. 3.5 Active participation: Is a way of working that recognises an individual’s right to participate in the activities and relationships of everyday life as independently as possible; the individual is regarded as an active partner in their own care or support, rather than a passive recipient. |
| 4. Be able to promote individuals’ rights to make choices |
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4.2 Informed consent: Where an individual with capacity to consent voluntarily agrees to an action or decision based on awareness and understanding of risks, benefits and alternatives. |
| 5. Be able to promote individuals’ independence |
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5.3 Technologies: To include assistive technology and/or digital technology. |
| 6. Understand the role of risk assessments in promoting person-centred approaches, choice and independence |
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6.2 Risk assessment methods: In line with organisational policies, procedures and practices. |
| Delivery and assessment guidance |
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This unit must be assessed in line with Skills for Care and Development assessment principles. Learning outcomes 3, 4 and 5 must be assessed in a real work environment (RWE). Relationship to national occupational standards (NOS):
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Get NCFE CACHE L3 M4 Practice, Choice and Independence Assessment Answer Before the deadline B
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