Diploma qualification units can be knowledge or skills based. Each different unit within the qualification has specific requirements and will have different evidence to demonstrate your ability to meet the requirements of the unit. Your coach will plan the most appropriate types of evidence with you. If you identify your own that is even better as it will clearly show your coach that you have a good understanding of the requirements and will have your qualification achieved much faster.

 

Title

Implement Person-centred Approaches in Care Settings  

Type

Knowledge and skills

Learning outcomes

Assessment criteria

Potential Evidence

1

Understand person-centred approaches for care and support.

1.1

Define person-centred values.

Showcasing your knowledge: –

Tutor marked assignment – one of:

a) Assessment Pack

b) Resource Pack                      

c) Essay

 

All Assignments MUST use and be submitted with an appropriate referencing system

 

Professional Discussion

E-learning

Prior Learning / Certificates

Learning Journal

 

Showcasing your skills:

Observations

Witness Testimonies

Workplace Records

Minutes of Meetings

Care Plans

Daily notes

Supervision / Appraisals Records

Medication Administration Records

In put – Out put Records

Turn Charts

Reports

Prior Learning / Certificates

Learning Journal

 

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.

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.

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.

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.

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.

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 wellbeing.

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.

 

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