Unit 19: Reflective Approaches in Implementing Person Centred Practice
Assignment Brief
Student Name/ID Number |
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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 |
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Unit Tutors |
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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 |
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Internal Verifier |
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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:
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. |
Assignment Activity and Guidance
Activity 1: Booklet
As an Assistant Manager at AGS Nursing home, you have been asked by your manager to create an information booklet which will be useful for newly recruited assistant health advisors and work placement students when supporting service users at the nursing home.
Your information booklet should encompass the following:
Promoting a holistic approach to person-centred practice by reflecting on own practice within health, care or support settings.
You will compare how the medical and social models apply to person centred practice in health, care, or support services; and discuss how to promote this approach when planning and implementing a programme for individuals requiring support. Additionally, you are to review the challenges with applying person centre practice in own workplace setting and evaluate how dilemmas experienced in own workplace settings affects a consistency in approach to effect person centre practice.
Activity 2: Essay
You are required to write an essay which addresses the following:
Review current policies, legislation and regulations in relation to effective person- centred
In this essay, you are required to discuss how aspects of different legislation are reflected in the provision of person centred care in a healthcare setting by using specific examples, suggest appropriate solutions to different problems that may occur in implementing specific regulations and policies in health and social care setting, assess the challenges in interpreting different legislation in relation to the planning and provision of person centred care in own work place setting and critically evaluate the effectiveness of health and safety and safeguarding or protection systems in own workplace setting in meeting legislative requirements.
Activity 3: Reflective logbook and Action Plan
You are required to produce a word-processed Self – reflective account with logbook, development plan and action plan
Using the logbook, you are to produce a reflective account and action plan by promoting person centred practice in different workplace settings. You also need to interrogate own effectiveness in managing own workload as part of a team providing person centred care for different individuals; and critically evaluate own and others practice in enabling a consistent approach to high quality care in different health and care settings.
You need to construct a short, medium, and long-term plan to improve own practice and skills in providing person centred care and analyse the practicality of own plans in relation to contributing to the collective effectiveness of own workplace team; and then, implement own short-term plans during a period of workplace experience. You are to monitor own implementation of plan throughout, making suggestions for further improvement. Produce a practically reflective action plan for further personal and professional development based on own reflective learning
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) |
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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: |
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This unit maps to the qualification Practice Themes as below: |
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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 |
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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 |
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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. |
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P2 Discuss how to adopt a person- centred approach when planning and implementing a programme for individuals requiring support |
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LO2 Review current policies, legislation and regulations in relation to effective person-centred practice |
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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 |
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support settings |
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P5 Produce a comparative reflective account of own provision of periods of person- |
M3 Interrogate own effectiveness in managing own workload |
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centred care in different |
as part of a team |
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workplace settings |
providing person- |
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centred care for |
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different individuals |
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LO4 Explore ways to develop own professional skills and behavior in relation to health, care or support service provision
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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. |
Higher Nationals
Student Assessment Submission and Declaration
When submitting evidence for assessment, each student must sign a declaration confirming that the work is their own.
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Plagiarism
Plagiarism is a particular form of cheating. Plagiarism must be avoided at all costs and students who break the rules, however innocently, may be penalized. It is your responsibility to ensure that you understand correct referencing practices. As a university level student, you are expected to use appropriate references throughout and keep carefully detailed notes of all your sources of materials for material you have used in your work, including any material downloaded from the Internet.
Please consult the relevant unit lecturer or your course tutor if you need any further advice. GBS Academic Good Practice and Academic Misconduct: Policy and Procedure