4 1. PERSON˜CENTRED ASSESSMENT AND · PDF fileDescribe an actual or potential complex or ... In this activity you will identify an area of your work ... You should use your organisation’s

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BTEC Apprenticeship Assessment Workbook Level 3 Health & Social Care

1. PERSON-CENTRED ASSESSMENT AND PLANNINGThis set of activities asks you to explain and demonstrate how you work with individuals to assess their care needs and preferences and agree their care plan. It also asks you to show how you implement elements of the care plan, especially how you engage the individual’s participation in activities and how you support the individual to develop and maintain their skills. Central to this set of activities is your focus on the individual’s identity, their history and their aspirations as well as their needs.

You may not use the term ‘care plan’ in your workplace, but the following activities are equally relevant for any setting in which you plan the care, support or development of individuals.

KNOWLEDGE AND UNDERSTANDING

Task 1

Tasks 1a, 1b and 1c enable you to demonstrate your understanding of a person-centred approach and why person-centred values are central to all social care. The task helps you to show that you understand the links between identity, self-image, self-esteem and wellbeing; how a person-centred approach involves working with an individual to support them in making their choices, taking their risks and you supporting them to do what they want to do for themselves; how it involves supporting the individual to achieve their aspirations and develop their skills, not just meeting their basic needs.

Your task is to write about the person-centred approach and explain the importance of following this approach. You will illustrate the person-centred approach by showing how it applies to a specifi c individual and what the benefi ts are for that individual. Please choose an individual for whom you provide care and write a response to each of the following tasks (give them a fi ctitious name).

Task 1a

1Task 1a is based on you learning about the history of an individual for whom you provide services. This may be something that happens as a matter of course within your service and you may have documentation that you can draw upon. Alternatively you may need to work with an individual to discover their history. You can choose how you do this and how you document it for the benefi t of the individual: for example, you may create a scrapbook with the individual. However, the evidence that you are asked to submit for your Apprenticeship is your completion of the following box.

KNOWLEDGE AND UNDERSTANDING

BTEC Unit 14: 1.1, 1.2, 1.3, 2.1, 6.1, 6.2, 6.3, 6.4Diploma Unit 7: 1.1, 6.1, 6.2

Unit 68: 1.1

Original text and illustrations © Pearson Education Limited, 2011

M04_HASC_WB_BTEC_0352_U04.indd 54 04/05/2011 14:26

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441. What is this person’s life history?

2. What have been the signifi cant steps in their education, work, community and family?



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3. What has shaped the person they are today?

4. What are their preferences, wishes and needs?


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2For this part you must explain how as a health and social care worker you use knowledge of an individual’s personal history and sense of identity to provide support, services and an environment that promotes their wellbeing.

Complete the following box in relation to the individual you have described in Task 1a part 1.

1. What does the individual most like about themselves?

2. How does the individual’s history and self-image relate to what makes them feel good about themselves?

3. What are the most important things that help the individual have a sense of wellbeing and why?(Include aspects of the environment that promote wellbeing.)


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4. What happens if you don’t support their sense of identity, self-image and self-esteem?

5. How does knowing an individual’s history, preferences, wishes and needs help you to agree their care plan?

6. Why are person-centred values and a holistic approach central to social care?

Task 1b

Task 1b asks you to show that you understand how using a person-centred approach can be applied to helping an individual in a situation that is complex or sensitive. That is, one that is distressing, or traumatic, or threatening, or frightening, or carries serious consequences, or one that is very personal, or involves complex communication or cognition.

BTEC Unit 14: 2.2


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Complete this box.

Task 2

This task enables you to demonstrate your understanding of consent and choice. When you provide care services to an individual there is the potential for barriers to choice to exist. Sometimes providers can assume consent where it has not been freely given. Vulnerable individuals may have limited capacity to exercise informed choice. They may also experience pressure from others who want to infl uence their choice. Your role as a health and social care worker is to ensure that individuals have as much control as possible of their lives.

In this task you are asked to produce the text for a leafl et to promote good practice in securing consent and choice for individuals. The leafl et should be aimed at informing and empowering individuals who use your service and winning the support of others who have an infl uence on their lives – the leafl et needs to be written in a style that is accessible to the family and friends of people using the service. In reality such a leafl et may need to be produced in a second version aimed at service users who may have cognitive or communication diffi culties, but for the purposes of demonstrating your knowledge in this task you are asked to produce the text for just one leafl et.

1. Describe an actual or potential complex or sensitive issue that may be faced by the individual you have described in Tasks 1a and b.

2. Describe a person-centred approach that you have applied to this situation or would apply if the situation arose.

BTEC Unit 14: 3.1, 3.2, 3.3, 5.1, 5.2, 5.3Diploma Unit 7: 3.1, 3.3, 5.4

Unit 68: 1.2, 1.3Unit 65: 1.1, 1.2, 1.3, 1.4, 3.3


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Structure your leafl et with the headings set out in the following box. Follow the guidance to create the relevant text under each heading.

1. Consent, choice and what gets in the way

Why consent and choice are important. The barriers that may be placed in the way of an individual to access services and facilities and the benefi ts to an individual’s wellbeing of enabling access.

2. Capacity for consent and informed choice

What it means in practical terms when we talk of ‘an individual’s capacity to express consent’ and ‘informed choice’. An analysis of the factors that infl uence the ability of an individual to express consent.

3. Supporting individuals to make choices

How health and social care workers should support individuals in making informed choices and getting their agreement to what is done or the way things are done. What steps are taken if getting agreement is diffi cult.


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444. Making sure it’s the individual’s choice

Why it’s important that individuals’ choices aren’t infl uenced by the personal views of others and how health and social care workers support individuals to question and challenge decisions made by others.

5. Care assessment and planning and individual choice

How individuals are supported to lead the assessment and planning process and how the documentation is designed and used to maximise the individual’s ownership and control.

6. Care workers as champions for individuals

How care workers support individuals to challenge unhelpful information, overcome barriers to accessing services and facilities and ensure when using them that individuals’ rights and preferences are promoted.


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EVIDENCE GATHERING

In this activity you will identify an area of your work that will capture evidence of how you work with individuals to assess their care needs and preferences and agree their care plan. Your assessor will help you to identify suitable items of evidence.

Your assessor will want to see the evidence but may not need you to copy it as long as the evidence and its location are identifi ed.

You need to gather evidence of activity within areas of your work to demonstrate:

a. Your working with an individual and others to fi nd out their history, preferences, wishes and needs. You must demonstrate that in establishing their needs you identify skills for everyday life that need to be supported and also look at their strengths and aspirations. You should use your organisation’s agreed recording systems to document the information you gather.

Suggested evidence may include:

• assessment documentation completed by you

• appropriately fi led and stored information received from others relating to the individual’s needs.

b. That you have worked in partnership with an individual and others to agree a care plan and subsequently adjusted it as needs and/or circumstances changed. The plan must be one that includes learning and development activity. The plan should show how, working with the individual, you have selected services and/or facilities that meet their needs and preferences from a range of options and how any needed resources, support and assistance have been identifi ed. The plan should show who will deliver which parts of the plan and how.

Suggested evidence may include:

• care plan completed by you

• care plan amended by you

• record of the review process (maybe integrated within care planning documentation).

PUTTING IT INTO PRACTICEThese activities will enable your assessor to examine your competence by observing you carrying out workplace activities. This will include asking related questions to test your underpinning knowledge. Your assessor will agree when they can visit you at your workplace to observe these activities.

EVIDENCE GATHERING

PUTTING IT INTO PRACTICE

Diploma Unit 7: 2.1Unit 9: 2.3

Unit 59: 2.1, 4.4Unit 68: 2.4, 2.5

Diploma Unit 7: 2.2, 2.3Unit 59: 2.2

Unit 60: 2.4, 3.2Unit 65: 2.1, 2.2, 2.3, 3.1

Unit 68: 3.1, 3.2, 3.3, 3.4, 4.3, 6.5

Diploma Unit 7: 3.2, 5.1, 5.2, 5.3, 6.3, 6.4Unit 59: 2.4, 4.1, 4.2, 4.3

Unit 60: 2.1, 2.2, 2.3, 2.4, 6.1, 6.2, 6.3, 6.4Unit 65: 4.1, 4.2, 4.3, 4.4

Unit 68: 2.1, 2.2, 2.3, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4


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a. Care plan review meeting

This observational opportunity is designed to allow you to show how you work with an individual and others in assessing needs, reviewing the effectiveness of the care plan and agreeing a revised plan. To maximise the effi ciency of the observation you are asked to select an opportunity where, included within the review, you are looking at the effectiveness of a recent learning and development activity undertaken with the individual. You need to get the permission of others involved for the assessor to observe you. As an alternative to your assessor, you may, with your assessor’s agreement, arrange for an expert witness to observe and write an account of this observation.

Your assessor will want to see you helping the individual to ‘own the process’ and make their own choices. You need to ensure that the review involves a proper re-assessment of needs and preferences. Your assessor will also be looking out for:

• how you establish who will be involved in the process and the intended outcomes

• how you support the individual’s sense of identity, self-image and self-esteem

• the layout and your positioning in the room and how you interact to contribute to an environment that supports wellbeing

• the elements of the care plan that contribute to an environment that supports wellbeing

• how you manage risk to allow the individual freedom of choice

• evidence of you agreeing learning or development activities with the individual, providing them and others with information about options and assessing whether a tailor-made activity may be best

• evidence of you supporting the individual to understand the plan and all that is involved in its implementation and monitoring

• evidence of you evaluating the individual’s use of services or facilities and progress towards goals. It should be clear that your evaluation is against previously agreed criteria and that you are now agreeing criteria for future evaluation.

b. Support an individual in an activity

This observational opportunity is designed for you to show how you work with an individual in supporting them to actively participate in an activity. You should identify an observable activity in which you will support an individual. You will need to show your assessor the relevant section of the care plan that sets out the agreement for the activity and your role and the role of others.

Diploma Unit 7: 4.2. 4.3, 4.4Unit 59: 3.1, 3.2, 3.3

Unit 60: 3.3, 4.1, 4.2, 4.3, 4.4, 5.1, 5.2, 5.3, 5.4Unit 65: 3.2

Unit 68: 4.1, 4.2


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Your assessor will want to see you:

• providing the agreed support

• promoting active participation

• giving constructive feedback

• encouraging feedback from the individual and your response.

In preparation for and after the observation your assessor will want you to explain:

• how you assessed risks in line with the agreed ways of working

• how you prepared resources, equipment and the environment for the activity

• any preparation you did with the individual before the observation started

• how you responded to any distress or diffi culty in the individual continuing with the activity, or what might have arisen and how you would have responded.

You need to demonstrate how you work successfully with an individual, supporting them in an activity.


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PROFESSIONAL DISCUSSION

Your assessor will conduct a professional discussion with you, which will capture evidence necessary to prove your level of knowledge and understanding of topic areas.

Below are some topic areas you will need to consider when preparing for the professional discussion with your assessor.

• Maintaining and developing skills for everyday life

• Learning and development activities for individuals

• Active participation

• Care planning

Your assessor will plan the content of your professional discussion and will advise you to help you to prepare beforehand. The professional discussion may cover more than this section of your Assessment Workbook.

PROFESSIONAL DISCUSSIONBTEC Unit 14: 2.3, 2.4, 4.1, 4.2, 4.3, 4.4Diploma Unit 7: 1.2, 4.1

Unit 59: 1.1, 1.2, 1.3Unit 60: 1.1, 1.2, 1.3, 3.1, 6.5

Discussion process

The discussion process will offer you the opportunity to show your understanding of individuals’ needs for skills to participate in everyday life, and your role as a health and social care worker in supporting them in maintaining, regaining or learning those skills. You will be able to show your understanding of the importance of learning and development for the wellbeing of individuals and how to approach planning and implementing learning and development programmes. You will show that you understand the importance of active participation and how to promote it.


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To prepare for your professional discussion, you should think about how you could answer questions such as the following.

• Why might individuals need support to maintain, regain or develop skills for everyday life?

• What are the different methods that can be used?

• What are the benefi ts to individuals of engaging in learning and development activities?

• What different sorts of learning and development activities can individuals participate in, what are their various purposes and how and why might they be accessed differently?

• Why is it important to recognise progress achieved through learning and development activities?

• What are the principles of active participation, how does it meet individuals’ needs and how do you agree and promote its implementation with individuals and others?

• How do the care plan and the process of establishing and reviewing it contribute to a person-centred approach? What are the possible sources of confl ict when planning care and what causes them to arise?


Documents

4 1. PERSON˜CENTRED ASSESSMENT AND · PDF fileDescribe an actual or potential complex or ... In this activity you will identify an area of your work ... You should use your organisation’s