1.1 Explain how person-centred values can be applied in a range of situations AC M5 Person-Centred Practice in Adult Care (K/651/9994) Unit summary 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.
Assessment This unit is internally assessed via a portfolio of evidence.
Mandatory
Achieved/not yet achieved
Level 3
3 credits
20 GLH
Learning outcomes The learner will:
Assessment criteria The learner can:
- Understand the application of person-centred practices in care settings
1.1 Explain how person-centred values can be applied in a range of situations
1.2 Describe how 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
1.4 Describe how care plans, relevant digital social care records (DSCRs) and other resources can be used to apply:
person-centred values strength-based approaches 1.5 Evaluate how active participation of individuals and others in care planning promotes person-centred values and strength-based approaches to meet an individual’s holistic needs, now and in planning for their futures
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 concerning them that are made by others
- 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 that maintaining and building relationships can have on individuals
2.3 Describe own role in supporting individuals to maintain and build relationships
- Be able to work in a person-centred way
3.1 Contribute to the development and ongoing review of care/support plans for the individuals they support
3.2 Work with an individual and others to establish and understand the individual’s history, preferences, wishes, strengths and needs, in accordance with their personal care/support plan
3.3 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, in accordance with their personal care/support plan
3.4 Respond to individuals’ changing needs or preferences and adapt actions and approaches accordingly
3.5 Demonstrate respect for individuals’ lifestyle, choices and relationships
Learning outcomes The learner will:
Assessment criteria The learner can:
3.6 Demonstrate ways to promote understanding and application of active participation to others
3.7 Demonstrate empathy for the individual being supported
Range
1. Understand the application of person-centred practices in care settings 1.1 Person-centred values could include:
individuality rights choice privacy independence dignity respect partnership 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 or 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.
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 own wellbeing and independence.
1.4 Care plans, digital social care records (DSCRs):
A care plan may be known by other names in different settings (for example, support plan, individual plan) and is central to providing person-centred care. 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.
Range
Digital care plans are used in place of, or alongside, paper-based records. These are often part of the Digital Social Care Record (DSCR), which helps to ensure that information is up-to-date, securely stored and easily accessible to the appropriate people.
1.4 Other resources:
In addition to care plans and digital care plans, 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 These resources, paper based and/or digital, contribute to a full picture of the individual’s needs and support safe, coordinated and high-quality care.
1.5 Others could include:
team members other colleagues those who use or commission their own health or social care services families carers advocates 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 3. Be able to work in a person-centred way. 3.2 History, preferences, wishes, strengths and needs:
These may be based on experiences, desires, values, beliefs or culture, and may change over time.
3.6 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.
Delivery and assessment guidance This unit must be assessed in line with Skills for Care and Development assessment principles guidance.
This is a knowledge and skill-based unit.
Knowledge evidence may be generated outside of the work environment, but the final assessment and decision must show application of knowledge within the real work environment.
LO 3 is skill-based, and primary evidence should include observation of direct practice in the workplace.
Due to the nature of this unit, for example, direct practice in providing care and support to individuals, this observation should be in person and not carried out remotely.