Overview

Framework:
RQF
Level:
Level 2
Unit No:
A/616/6806
Credits:
5
Guided learning hours:
39 hours

Assessment Guidance

This unit must be assessed in line with the relevant Assessment Principles. Learning outcomes 2, 3, 4, 5 and 6 must be assessed in a real work environment.

Aim

This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to understand and work in a person-centred way.

Unit Learning Outcomes

1.

Understand person-centred approaches for care and support.

Person-centred approaches include:

  • treating the person as an individual, with dignity and respect
  • looking at the individual as a whole person, not just meeting one aspect of their needs
  • listening and helping the individual to make informed choices
  • working in partnership with the individual.

Influences of person-centred values on care work include:

  • meeting the needs of the individual
  • providing the best possible quality care service
  • ensuring a good quality of life of the individual
  • treating the individual as you (or they) would want to be treated.

Learners should understand the person-centred values and how they must be used in all aspects of care, saying why this is important in ensuring high quality standards of work. They could give examples of how each of the values is displayed in practice.

Use of care plans:

A care plan sets out the daily care and support that has been agreed should be provided to an individual by the adult care worker. It acts as a guide in terms of what sorts of activities are expected. It will be reviewed regularly, and the individual and the adult care worker should be involved in discussion about how it is working and whether parts need changing. The learner should be able to see how the care plan can help the adult care worker to apply the values.

Assessment criteria 1.1

Person centred values include:

  • Individuality
  • Rights
  • Choice
  • Privacy
  • Independence
  • Dignity
  • Respect
  • Care
  • Compassion
  • Courage
  • Communication
  • Competence
  • Partnership

Assessment criteria 1.4

Individual refers to someone requiring care or support; it will usually mean the person or people supported by the learner.

A care plan may be known by other names e.g. support plan, individual plan. It is the document where day to day requirements and preferences for care and support are detailed.

Assessment Criteria

  • 1.1

    Define person-centred values.

  • 1.2

    Explain why it is important to work in a way that embeds person-centred values.

  • 1.3

    Explain why risk-taking can be part of a person-centred approach.

  • 1.4

    Explain how using an individual’s care plan contributes to working in a person-centred way.


2.

Be able to work in a person-centred way.

The learner should be able to demonstrate how they can find out the history, preferences, wishes and needs of the individual and then apply this information to support the individual.

Assessment criteria 2.1

Preferences may be based on:

  • beliefs
  • values
  • culture

Assessment Criteria

  • 2.1

    Find out the history, preferences, wishes and needs of the individual.

  • 2.2

    Apply person-centred values in day to day work taking into account the history, preferences, wishes and needs of the individual.


3.

Be able to establish consent when providing care or support.

Forms of consent:

A person may demonstrate their consent in a number of ways:

  • verbally
  • in writing
  • by implying (by co-operating) that they agree.

Equally they may withdraw or refuse consent in the same way.

Verbal consent, or consent by implication, will be enough evidence in most cases. Written consent should be obtained if the treatment or care is risky, lengthy or complex. This written consent stands as a record that discussions have taken place and of the person’s choice. If a person refuses treatment, making a written record of this is just as important. A record of the discussions and decisions should be made. Consent may be through a representative or advocate.

Steps to take when consent cannot be established:

  • not continuing with the task
  • reporting to supervisor or manager
  • recording the information

Assessment criteria 3.1

Consent means informed agreement to an action or decision; the process of establishing consent will vary according to an individual’s assessed capacity to consent (‘mental capacity’).

Assessment Criteria

  • 3.1

    Explain the importance of establishing consent when providing care or support.

  • 3.2

    Establish consent for an activity or action.

  • 3.3

    Explain what steps to take if consent cannot be readily established.


4.

Be able to encourage active participation.

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.

Assessment criteria 4.1

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.

Assessment Criteria

  • 4.1

    Describe how active participation benefits an individual.

  • 4.2

    Identify possible barriers to active participation.

  • 4.3

    Demonstrate ways to reduce the barriers and encourage active participation.


5.

Be able to support the individual’s right to make choices.

Different approaches to support an individual to make informed choices include:

  • discussion
  • providing relevant information
  • guidance from friends or family
  • using an advocate or support service

Support an individual to question or challenge decisions includes:

  • encouraging the individual to ask questions and comment on the decisions made
  • being prepared to listen
  • assisting the individual to ask for a second opinion
  • speaking to/referring the individual to a senior member of staff
  • using the complaints procedure

Risk

Risk is the management of uncertainty, and risk decisions are made without having all the knowledge available on which an accurate prediction could otherwise be made. Risk is usually seen as the possibility that an event will occur, with harmful outcomes for an individual or for others. 

Assessment Criteria

  • 5.1

    Support an individual to make informed choices.

  • 5.2

    Use agreed risk assessment processes to support the right to make choices.

  • 5.3

    Explain why a worker’s personal views should not influence an individual’s choices.

  • 5.4

    Describe how to support an individual to question or challenge decisions concerning them that are made by others.


6.

Be able to support the individual’s well-being.

Factors that contribute to the well-being of an individual include:

  • being treated as an individual
  • being treated with dignity and respect
  • being given choices
  • communicating effectively with them.

The environment may include both the physical environment and social environment

The physical environment could be:

  • bedroom
  • handbag
  • personal belongings

The social environment includes personal boundaries, subjective feelings etc.

Assessment criteria 6.1

Well-being may include aspects that are:

  • social
  • emotional
  • cultural
  • spiritual
  • intellectual
  • economic
  • physical
  • mental

Assessment Criteria

  • 6.1

    Explain how an individual’s identity and self-esteem are linked with well-being.

  • 6.2

    Describe attitudes and approaches that are likely to promote an individual’s well-being.

  • 6.3

    Support an individual in a way that promotes a sense of identity and self-esteem.

  • 6.4

    Demonstrate ways to contribute to an environment that promotes well-being.

  • 6.5

    Recognise and respond to changes in physical and mental health.

  • 6.6

    Explain the importance of good nutrition and hydration.