Assignment brief

NCFE CACHE Level 3 Diploma in Adult Care

DHS 4: Promote person-centred approaches in care settings

Assessment Task Sheet

Unit title: Promote person-centred approaches in care Credit value: 6

settings
Level: 3
Unit number: DHS 4

Introduction

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

Unit summary :

This unit will enable you to recognise the value of a person-centred approach to adult social
care. You will examine person-centred values and the reasons why these should influence all
aspects of social care work. The use of the person-centred approach is investigated with
regard to the formation and use of care plans in ensuring that individuals have their needs,
preferences and wishes addressed. The use of personal histories is explained and their value
analysed in respect of contributing to the promotion of self-esteem and individual identity. The
unit also discusses issues around risk management and their place in a person-centred
approach to care and support.

In this unit, you will also have the opportunity to learn about, and demonstrate, the skills used
to facilitate the person-centred approach. This includes promoting the individual’s rights,
sharing decision making, supporting self-management, encouraging active participation, and
providing access to integrated care. You will learn to work in agreed ways, taking assessed
risks to benefit the individual and promote their wellbeing.

Context:

The person-centred approach is one way in which care, treatment and support is given to an
individual, focusing on what is important to them. Adult care workers deliver personalised care
tailored to individual needs, and work in an equal partnership with the individuals who are
placed at the centre of their care.

They embed values in their daily practice to ensure that individuals are treated with dignity,
respect, and compassion, and are empowered by taking a lead in expressing their preferred
choices. By building knowledge, skills and confidence, individuals are better able to make
informed decisions and manage their own health and care. This approach better meets
individual needs and can improve clinical outcomes.
Scenario:
Mrs Crowbird is in her mid-sixties of mixed white and Caribbean heritage and is divorced with
a grown-up family. While she has friends and some family with whom she has regular contact,
she is easily drifted away from them and unable to sustain lasting friendship. Her interests
include gardening, reading, writing, her family and faith.

Mrs Crowbird has a diagnosis of bipolar and receives support from the mental health team for
poor mental health and mood swings. Mrs Crowbird has been receiving regular support for
about three years, and this includes helping her find ways to manage her mental health,
general well-being and medication.

Mrs Crowbird has recently been moved into a care home, before this, she was very
independent until recently, she has become confused and unable to manage at home.
As Mrs Crowbird key worker, you have been assigned to draw up her risk assessment, care
plan, medication chart.

Use the above case scenario to answer the questions below; ensure your answers are person-
centred, using Mrs Crowbird as your primary focus.

Learner Instructions:

In this assignment, for criteria that ask you to ‘demonstrate’ your skills, this will be assessed
in the workplace by direct observation.

Part of learning outcomes 2, 3, 4, 5 and 6 must be assessed in a real work environment.

For criteria that ask you to ‘identify, describe or explain you can either choose to do this by
written assignment, a professional discussion with your assessor, a presentation, case studies
or information leaflet.
Assessment Criteria

The learner will:

Question it has been

Learning Outcomes Assessment Criteria
covered in:
1. Understand the 1.1 Explain how and why person-centred
application of person values must influence all aspects of health Question 1
centred approaches and social-care work
in health and social 1.2 Evaluate the use of care plans in applying
Question 2
care person-centred values
2. Be able to work in a 2.1 Work with an individual and others to find
To be covered in
person-centred way out the individual’s history, preferences,
observation
wishes and needs
2.2 Demonstrate ways to put person-centred
To be covered in
values into practice in a complex or
observation
sensitive situation
2.3 Adapt actions and approaches in response
To be covered in
to an individual’s changing needs or
observation
preferences
3. Be able to establish 3.1 Analyse factors that influence the capacity
Question 3
consent when of an individual to express consent
providing care or To be covered in
3.2 Establish consent for an activity or action
support observation
3.3 Explain what steps to take if consent
Question 3
cannot be readily established
4. Be able to implement 4.1 Describe different ways of applying active
Question 4
and promote active participation to meet individual needs
participation 4.2 Work with an individual and others to
To be covered in
agree how active participation will be
observation
implemented
4.3 Demonstrate how active participation can To be covered in
address the holistic needs of an individual observation
4.4 Demonstrate ways to promote
To be covered in
understanding and use of active
observation
participation
5. Be able to support 5.1 Support an individual to make informed To be covered in
the individual’s right choices observation
to make choices 5.2 Use own role and authority to support the To be covered in
individual’s right to make choices observation
5.3 Manage risk in a way that maintains the To be covered in
individual’s right to make choices observation
5.4 Describe how to support an individual to
question or challenge decisions concerning Question 5
them that are made by others
6. Be able to promote 6.1 Explain the links between identity, self-
Question 6
individual’s wellbeing image and self-esteem
6.2 Analyse factors that contribute to the
Question 6
wellbeing of individuals
6.3 Support an individual in a way that
To be covered in
promotes their sense of identity, self-image
observation
and self-esteem
6.4 Demonstrate ways to contribute to an To be covered in
environment that promotes wellbeing observation
7. Understand the role 7.1 Compare different uses of risk-assessment
Question 7
of risk-assessment in in health and social care
enabling a person- 7.2 Explain how risk-taking and risk-
centred approach assessment relate to rights and Question 7
responsibilities
7.3 Explain why risk-assessments need to be
Question 7
regularly revised

Resources
Study resources:

Book
Bown H, Bailey H and Sanderson H – Person-Centred Thinking with Older People: 6 Essential Practices
(Jessica Kingsley Publishers, 2015) ISBN 9781849056120
Nolan Y et al – Health and Social Care (Adults): Level 3 Diploma (Heinemann WorkBased Learning), 3rd
edition (Heinemann, 2011) ISBN 9780435031978
Sanderson H – A Practical Guide to Delivering Personalisation: Person-Centred Practice in Health and
Social Care (Jessica Kingsley Publishers, 2012) ISBN 9781849051941

Websites
www.cqc.org.uk Regulations 9 and 11: person-centred care. www.gov.uk/government/organisations/
department-of-health Working together for change: using person-centred information for
commissioning (2009).
www.gov.uk Voices, choice and control (Department of Health, 2015). www.nationalvoices.org.uk
National Voices: Wellbeing Our Way, Impact Report 2016. www.health.org.uk The Health Foundation:
person-centred care resources. www.scie.org.uk/person-centred-care/ personalisation-e-learning
Personalisation: Introduction e-learning course.

Glossary
Books
Websites