| University | Training Qualifications UK (TQUK) |
|---|---|
| Subject | Work in a Person-centred Way Assignment (K/651/1487) |
Work in a Person-centred Way Assignment
| Qualification: | TQUK Level 2 Adult Social Care Certificate (RQF) |
| Title: | Work in a Person-centred Way |
| Unit reference number: | K/651/1487 |
| Credit value: | 3 |
| Guided learning hours: | 30 |
Learning Outcomes and Assessment Criteria
| Learning outcomes The learner will: | Assessment criteria The learner can: |
| 1. Understand person centred values | 1.1 Define person-centred values.
1.2 Describe ways to put person-centred values into practice in your day-to-day work. 1.3 Explain why it is important to work in a way that promotes person centred values when providing support to individuals. 1.4 Describe ways to promote dignity in your day-to-day work. 1.5 Explain the importance of relationships significant to the individual being supported when working in a personcentred way. |
| 2. Understand working in a personcentred way | 2.1 Explain the importance of finding out the history, preferences, wishes and needs of the individual.
2.2 Explain why the changing needs of an individual must be reflected in their care and/or support plan. 2.3 Explain the importance of supporting individuals to plan for their future wellbeing and fulfilment, including end of life care. |
| 3. Understand the meaning of mental capacity when providing person centred care | 3.1 Identify relevant legislation and codes of practice relating to mental capacity.
3.2 Describe the term “capacity”. 3.3 Explain why it is important to assume that an individual has capacity unless there is evidence that they do not. 3.4 Explain what is meant by “consent”. 3.5 Explain factors that can influence an individual’s mental capacity and ability to express consent. 3.6 Describe situations where an assessment of capacity might need to be undertaken. 3.7 Explain the meaning and significance of best interest decisions or advance statements regarding future care which the individual has already made. |
| 4. Be able to support the individual to be comfortable and make changes to address factors that may be causing pain, discomfort, or emotional distress | 4.1 Demonstrate that where individuals have restricted movement or mobility that they are comfortable.
4.2 Describe the signs that an individual is in pain, discomfort, or emotional distress. 4.3 Apply appropriate steps to remove or minimise factors which may be causing pain, discomfort, or emotional distress to the individual. 4.4 Raise and report any concerns directly and appropriately with others concerned following agreed ways of working. |
| 5. Be able to support the individual to maintain their identity, self-esteem, spiritual wellbeing and overall wellbeing | 5.1 Explain the ways in which individual identity and selfesteem are linked to emotional, spiritual wellbeing, and overall wellbeing.
5.2 Demonstrate that own attitudes and behaviours promote emotional, spiritual wellbeing, and overall wellbeing of the individual. 5.3 Demonstrate ways to support and encourage individual’s own sense of identity and self-esteem. 5.4 Report any concerns about the individual’s emotional, spiritual wellbeing and overall wellbeing to the appropriate person. |
| 6. Be able to support the individual using person centred values | 6.1 Demonstrate a range of actions which promote person centred values. |
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