Student Name/ID Number

Programme / Course

Pearson BTEC Level 5 Higher National Diploma in Healthcare Practice for England (Healthcare Management)

Unit Number and Title

Unit 19: Reflective Approaches in Implementing Person centred practice

Academic Year

2023 - 2024

Module Leader

Unit Tutors

Assignment Title

Person centred approach and reflective practice in health and social care setting

Submission Format

Booklet, Essay, Reflective log, and Action Plan

Issue Date

Week commencing 29/01/2024

Formative Activities Submissions

Week 3: 18/02/2024@ 23:59, using formative submission link on Moodle.

Week 6: 10/03/2024@23:59, using formative submission link on Moodle.

Summative Submission Date

24/03/2024 @23:59 using the summative submission link on the Moodle.

Assessor

Internal Verifier

Submission Format

This work consists of three activities:

Activity 1: LO1

Using the case scenario, you are to produce a word process information booklet that supports the training of new recruits and work placement students on the concept of person centred care. You are expected to include additional resources to support the training manual. The word limit for this activity is 1000 words, you will not be penalised for exceeding.

Activity 2 LO2

As a senior carer, you are to write an essay that reviews the challenges of legislative systems in your work settings and considering the impact of person centred practice. The recommended word count for activity 2 is 1000 words, you will not be penalised for exceeding.

Activity 3: LO3 – LO4

You are required to produce a reflective logbook and action plan within healthcare and support setting that promotes person centred practice. The reflective logbook must be submitted as PDF using the suggested template.

You are to construct an action plan with SMART targets to include a short, medium, and long-term action plan to improve own practice. The action plan must be presented in a word-processed format. Students are advised to use the personal development plan template on the Moodle.

The total word count for activity 3 is 1500 words, you will not be penalised for exceeding it.

For the three activities, you are expected to make use of images, graphics and charts and other resources in support of your submission. All resources derived from other sources must be referenced using the Harvard referencing system.

You are expected to provide a bibliography.

Note: You should attach a signed and dated GBS Student Declaration form. You should not insert your work within a boarder.

Unit Learning Outcomes

LO1- Promote a holistic approach to person-centred practice.

LO2- Review current policies, legislation, and regulations in relation to effective person- centred practice.

LO3- Reflect on own practice within health, care, and support settings.

LO4- Explore ways to develop own professional skills and behaviours in relation to health, care, or support service provision.

Transferrable Skills and competencies developed

Reflective practice is used throughout the healthcare profession to improve the practitioner’s skills, reviewing how they have dealt with situations that have occurred and identified areas that need further development.

Overall, this enables the practitioner to provide a high-quality service and adopt a more professional approach to the user of services. Being a reflective practitioner is key to lifelong learning and development for working in health, care, and support service professions.

Reflective practice works to ensure that a high-quality service is offered to the users of services and the effective practitioner identifies areas for development and where they can share good practice.

This unit builds on learning from Unit 2: Demonstrating Professional Principles and Values in Health and Social Care Practice. It provides students with an opportunity to further develop their skills as reflective practitioners.

The evidence for the unit will be based on theoretical considerations as well as practice within the workplace. It requires students to bring together their classroom and workplace learning across their programme, demonstrating their professional development using reflective approaches.

Scenario

John is a 22-year-old man with Autistic Spectrum Disorder Traits, and challenging behavior. He came to Robertson Home in the local community having previously spent a long time living in a hospital. John often reacts to positive remarks when interacting with others and feels pressurised to interact in bigger crowds. In the last three months Johns behavior has exacerbated and resulted in many episodes of running away from his present accommodation.

On three occasions, he destroyed furnishings and equipment in his flat as well as in the communal areas of his shared accommodation. Two occasions were recorded when John was lashing out at support workers and strangers when out in the community.

John normally finds it difficult to negotiate day-to-day demands and his capacity to monitor and control his impulses is limited, which can be exacerbated when he feels pressurised.

John’s behaviors were recorded daily, and certain patterns were observed. Based on detailed records, a Person Centred Care Plan and a corresponding risk assessment was developed.

As a result, John was offered a structured day time activity programme which was developed based on his preferred activities:

• Going for walks and doing exercise in the local park with minimal community integration.
• Playing video games which John enjoys.
• Going out travelling with support worker.
• Watching TV.
• Spending time in the sensory room in an Activity Centre in his locality.

The key objective is for John to be managed as part of a Person-centred approach within policy and current legislative framework.

As an assistant manager, you are required to use this case scenario as a guide to promote a holistic approach to person centred practice and review current policies, legislations, and regulations in relation to effective person-centred practice in health and social care setting.

Recommended Resources Essential Reading List:

Fazio, S.; Pace, D; Flinner, J. and Kallmyer, B. (2018) ‘The Fundamentals of Person- centred care for Individuals with Dementia’. The Gerontologist, (58), 1, February 2018, pp. 10–19.

The American Geriatrics Society (2018) ‘Person-Cantered Care: A Definition and Essential Elements. American Geriatrics Society Expert Panel on Person-centred Care.’ Recommended Reading List, 64(1), pp. 15-18.

Recommended Reading List

BOLTON, G. (2014) Reflective Practice: Writing and Professional Development. London: Sage Publications.

FENGE, L., HOWE K., HUGHES, M. and THOMAS, T. (2014) The Social Work

Portfolio: A Student`s Guide to Evidencing Your Practice (UK Higher Education OUP Humanities & Social Sciences Health). Bucks: Open University Press.

KNOTT, C. and SCRAGG. T. (Eds.) (2016) Reflective Practice in Social Work (Transforming Social Work Practice Series) 4th Edition. Exeter: Learning Matters.

KOPROWSKA, J. (2014) Communication and Interpersonal Skills in Social Work (Transforming Social Work Practice Series). London: Sage Publications.

REZEK, C. (2015) Mindfulness for Carers: How to Manage the Demands of Caregiving While Finding a Place for Yourself. London: Jessica Kingsley Publishers.

BTEC HNCD Healthcare Practice for England (pearson.com)

Links

This unit links to the following related units

Unit 1: Law, Policy and Ethical Practice in Health and Social Care

Unit 2: Demonstrating Professional Principles and Values in Health and Social Care Practice Unit 3: Supporting the Individual Journey through Integrated Health and Social Care

Unit 17: Effective Reporting and Record-keeping in Health and Social Care Services

This unit maps to the qualification Practice Themes as below:

This unit maps to the qualification Practice Themes as below:

LEARNING REQUIREMENTS

(UNIT CONTENT)

ASSESSMENT REQUIREMENTS (ASSESSMENT CRITERIA)

THEME 1: LAW, REGULATION AND ETHICAL PRACTICE

LO2

P3, P4, M3, D2

THEME 2: PROFESSIONAL

VALUES, ATTITUDES AND BEHAVIOURS

LO1-LO4

All assessment criteria

THEME 3: HEALTH, SAFETYAND SAFEGUARDING

THROUGHTHE LIFESPAN

LO1-LO4

All assessment criteria

THEME 4: Valuing and Promoting

Diversity, Difference, And Inclusion

LO1-LO4

All assessment criteria

THEME 5: Promoting Physical and Mental Health and Emotional Wellbeing

LO1-LO4

All assessment criteria

Learning Outcomes and

Assessment Criteria

Pass

Merit

Distinction

LO1 Promote a holistic approach to person-centred practice

D1 Evaluate how dilemmas experienced in own workplace setting affect a consistency in approach to effective person- centred practice

P1 Compare how the medical and social models apply to person-centred practice in

health, care, or support services.

M1 Review the challenges with applying person- centred care in own workplace setting.

P2 Discuss how to adopt a

person- centred approach when planning and implementing a programme for

individuals requiring support

LO2 Review current policies, legislation and regulations in relation to effective person-centred practice

P3 Discuss how aspects of different legislation are reflected in the provision of person- centred care in a healthcare setting using specific examples.

P4 Suggest appropriate solutions to different problems that may occur in implementing specific regulations and policies in a health and care setting

M2 Assess the challenges in interpreting different legislation in relation to the planning and provision of person-centred care in own workplace setting

D2 Critically evaluate the effectiveness of health and safety and safeguarding systems in own workplace setting in meeting legislative requirements

LO3 Reflect on own practice within health, care or

D3 Critically evaluate own and others practice in enabling a consistent approach to high-quality

care in different health and care settings

support settings

P5 Produce a comparative

reflective account of own provision of periods of person-

M3 Interrogate own

effectiveness in managing own workload

centred care in different

as part of a team

workplace settings

providing person-

centred care for

different individuals

LO4 Explore ways to develop own professional skills and behavior in relation to health, care or support service provision

P6 Construct a short, medium, and long-term plan to improve own practice and skills in providing person- centred care.

P7 Analyse the practicality of own plans in relation to contributing to the collective effectiveness of own workplace team

M4 Implement own short- term plan during a period of workplace experience.

M5 Monitor own implementation of plan throughout, making suggestions for further improvement

D4 Produce a critically reflective action plan for further personal and professional development based on own reflective learning

Academic Integrity (Note to avoid Plagiarism)

Every student of GBS is expected to always act with integrity in relation to the production and presentation of their academic work. Academic integrity is central to academic and professional life and requires that students are honest and responsible in acknowledging the contributions of others in their work.

The GBS Academic Good Practice and Academic Misconduct Policy and Procedure provides definitions and examples of the types of academic misconduct; procedures followed, and penalty tariffs applied when cases of academic misconduct have been raised. The policy can be found here.

Plagiarism is easy to avoid by making sure you reference all the sources of material that you use in the completion of your work. Pearson has developed Guidelines on Harvard Referencing which are available in Academic Support Area for Students on Moodle (VLE) as well as on respective unit pages.

If you are concerned about referencing techniques, please draw the matter to your Unit Lecturer

Group coursework has been designed so that the contribution of each student is identifiable but please note that inclusion of plagiarised material is still the responsibility of the whole group. All members of the group should exercise vigilance to ensure that work is properly referenced. In groupwork, students have a shared responsibility for the assignment.