This qualification develops the knowledge and skills needed when working in care settings. It contains both mandatory and optional units allowing learners to tailor the qualification to meet their needs, interests, preferred progression paths and the context of their job role.
The qualification covers a wide range of areas which includes units covering:
- aspects of support
- specialisms
- clinical skills or healthcare tasks
- leadership and management skills
This qualification can be undertaken as part of the Lead Adult Care Worker apprenticeship standard.
Unit Ref and title AC M3 Promote own continuous personal and professional development (F/650/1368)
This unit covers promoting continuing personal and professional development in care settings. This includes being able to use reflection and learning opportunities to develop own practice and leadership skills and improve the quality-of-care provision.
This table explains how the terms used at level 3 in the unit content are applied to this qualification (not all verbs are used in this qualification).
| Analyse | Break the subject or complex situations into separate parts and examine each part in detail. Identify the main issues and show how the main ideas are related to practice and why they are important. Reference to current research or theory may support the analysis. |
| Critically analyse | This is a development of ‘analyse’ which explores limitations as well as positive aspects of the main ideas in order to form a reasoned opinion. |
| Clarify | Explain the information in a clear, concise way showing depth of understanding. |
| Classify | Organise accurately according to specific criteria. |
| Collate | Collect and present information arranged in sequence or logical order which is suitable for purpose. |
| Compare | Examine the subjects in detail, consider and contrast similarities and differences. |
| Critically compare | This is a development of ‘compare’ where the learner considers and contrasts the positive aspects and limitations of the subject. |
| Consider | Think carefully and write about a problem, action or decision showing how views and opinions have been developed. |
| Demonstrate | Show an in-depth understanding by describing, explaining, or illustrating using examples. |
| Describe | Provide a broad range of detailed information about the subject or item in a logical way. |
| Discuss | Write a detailed account which includes contrasting perspectives. |
| Draw conclusions (which…) | Make a final decision or judgement based on reasons. |
| Evaluate | Examine strengths and weaknesses, arguments for and against and/or similarities and differences. Judge the evidence from the different perspectives and make a valid conclusion or reasoned judgement. Apply current research or theories to support the evaluation. |
| Critically evaluate | This is a development of ‘evaluate’ where the learner debates the validity of claims from the opposing views and produces a convincing argument to support the conclusion or judgement. |
| Explain | Apply reasoning to account for how something is or to show understanding of underpinning concepts. Responses could include examples to support these reasons. |
| Identify | Apply an in-depth knowledge to give the main points accurately. |
| Justify | Give a detailed explanation of the reasons for actions or decisions. |
| Reflect | Learners should consider their actions, experiences or learning and the implications of these in order to suggest significant developments for practice and professional development. |
| Review and revise | Look back over the subject and make corrections or changes based on additional knowledge or experience. |
| Summarise | Give the main ideas or facts in a concise way to develop key issues. |
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AVOIDING PLAGIARISM
Plagiarism relates to learners claiming work to be their own when it is not. All work submitted must be the learner’s own and not copied from anyone or anywhere else unless the source of the information has been clearly referenced. Centres should explain to their learners how to provide a reference list showing the source of any information used in their work. If evidence is discovered that a learner has copied work from elsewhere, the work should not be accepted, and the learner should be subject to the centre’s disciplinary procedure as appropriate.
L/O 1. Know what is required to be competent in own role.
1. 1 Describe the duties and responsibilities of own work role.
(IAG-Describe your duties and responsibilities within the context of providing person-centred care and support)
1.2 Explain expectations of own work role as expressed in relevant standards.
(IAG–Include codes of practice, regulations, fundamental standards, national occupational standards (NOS), National Institute for Health and Care Excellence (NICE) quality standards)
| Codes of Practice: | |
| Regulations and policies: | |
| Fundamental Standards: | |
| NOS: | |
| NICE: |
1.3 Analyse the relationship between continuing professional development and the provision of quality care.
(IAG– The ongoing process of developing, monitoring and documenting skills, knowledge, and experience both formally and informally beyond initial training)
1.4 Identify sources of support for planning and reviewing own development.
(IAG-Consider formal or informal support/supervision/appraisal/mentoring/peer support within and outside the organisation)
L/O 3. Understand the value of reflective Practice.
3.1 Explain the benefits and scope of reflective practice.
(IAG-It is also important to reflect on the practice or behaviours of others as well as reflect on events, activities and situations in order to gain insight and understanding)
3.2 Explain why reflective practice is important for supporting continuous improvements to own practice and provision of quality care.
| For Winnovation staff only | |
| Date Tutor received | |
| Date uploaded to ecordia | |
| Date referred to learner |
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Unit Ref and title AC M4 Person-centred practice, choice and independence (H/650/1369)
This unit is aimed at those working in a wide range of adult care settings. It provides the learner with the knowledge and skills required to implement and promote person-centred approaches.
This table explains how the terms used at level 3 in the unit content are applied to this qualification (not all verbs are used in this qualification).
| Analyse | Break the subject or complex situations into separate parts and examine each part in detail. Identify the main issues and show how the main ideas are related to practice and why they are important. Reference to current research or theory may support the analysis. |
| Critically analyse | This is a development of ‘analyse’ which explores limitations as well as positive aspects of the main ideas in order to form a reasoned opinion. |
| Clarify | Explain the information in a clear, concise way showing depth of understanding. |
| Classify | Organise accurately according to specific criteria. |
| Collate | Collect and present information arranged in sequence or logical order which is suitable for purpose. |
| Compare | Examine the subjects in detail, consider and contrast similarities and differences. |
| Critically compare | This is a development of ‘compare’ where the learner considers and contrasts the positive aspects and limitations of the subject. |
| Consider | Think carefully and write about a problem, action or decision showing how views and opinions have been developed. |
| Demonstrate | Show an in-depth understanding by describing, explaining, or illustrating using examples. |
| Describe | Provide a broad range of detailed information about the subject or item in a logical way. |
| Discuss | Write a detailed account which includes contrasting perspectives. |
| Draw conclusions (which…) | Make a final decision or judgement based on reasons. |
| Evaluate | Examine strengths and weaknesses, arguments for and against and/or similarities and differences. Judge the evidence from the different perspectives and make a valid conclusion or reasoned judgement. Apply current research or theories to support the evaluation. |
| Critically evaluate | This is a development of ‘evaluate’ where the learner debates the validity of claims from the opposing views and produces a convincing argument to support the conclusion or judgement. |
| Explain | Apply reasoning to account for how something is or to show understanding of underpinning concepts. Responses could include examples to support these reasons. |
| Identify | Apply an in-depth knowledge to give the main points accurately. |
| Justify | Give a detailed explanation of the reasons for actions or decisions. |
| Reflect | Learners should consider their actions, experiences or learning and the implications of these in order to suggest significant developments for practice and professional development. |
| Review and revise | Look back over the subject and make corrections or changes based on additional knowledge or experience. |
| Summarise | Give the main ideas or facts in a concise way to develop key issues. |
AVOIDING PLAGIARISM
Plagiarism relates to learners claiming work to be their own when it is not. All work submitted must be the learner’s own and not copied from anyone or anywhere else unless the source of the information has been clearly referenced. Centres should explain to their learners how to provide a reference list showing the source of any information used in their work. If evidence is discovered that a learner has copied work from elsewhere, the work should not be accepted, and the learner should be subject to the centre’s disciplinary procedure as appropriate.
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L/O 1. Understand the application of person-centred practices in care settings.
- Explain how person-centred values can be applied in a range of situations.
(IAG-Consider *individuality *rights *choice *privacy *independence *dignity *respect and partnership)
- Describe ways to build relationships with individuals effectively.
(IAG-you should consider the range of relationships important to individuals they are supporting. Consideration should go beyond immediate family and next of kin, and may include partners/spouses, extended family, friends, pets, neighbours, people in the community and other professionals. Consider intimacy, sexuality and sexual relationships)
- Explain how and why person-centred values and strength-based approaches must influence all aspects of care work.
(IAG Sometimes referred to as ‘asset-based approaches. This approach focuses on individuals’ strengths/resources, building on their abilities to maintain their wellbeing and independence)
1.4 Describe how care plans and other resources can be used to apply-Person-centred values and strength-based approaches.
(IAG-A care plan may be known by other names in different settings (for example, support plan, individual plan). It is a document in which day-to-day requirements and preferences for care and support are detailed and accessible to those involved in their care and support.
Consider own role in using care plans when providing person-centred care, as well as how care plans are used to create and enable person-centred care.
1.5 Evaluate how active participation of individuals and others in care planning promotes person-centred values and strength-based approaches when-meeting an individual’s holistic needs and planning for their futures.
(IAG-This might include, but is not limited to living arrangements health and wellbeing relationships,
education or employment and end of life care)
1.6 Explain how to collate feedback to support delivery of person-centred care in line with roles and responsibilities.
1.7 Describe how to support individuals to question or challenge decisions made about them by others.
L/O 2 Understand the importance of individuals’ relationships.
2.1 Identify different relationships and people who may be important to individuals, including intimate or sexual relationships.
2.2 Analyse the impact maintaining and building relationships can have on individuals.
2.3 Describe own role in supporting individuals to maintain and build relationships.
L/O 5. Be able to promote individuals’ independence.
5.3 Identify a range of technologies that can support or maintain individuals’ independence.
(IAG-To include assistive technology and/or digital technology)
L/O 6. Understand the role of risk assessments in promoting person-centred approaches, choice and independence.
6.1 Explain how risk assessments can be used to promote and enable individuals’ choice, independence and right to take risks.
6.2 Compare the different risk assessment methods that are used in different situations and own role within these.
(IAG– Risk assessment methods-In line with organisational policies, procedures, and practices)
6.3 Explain the importance of reviewing and updating individuals’ risk assessments.
6.4 Describe when risk assessments should be reviewed and updated and who should be involved in the process.
| For Winnovation staff only | |
| Date Tutor received | |
| Date uploaded to ecordia | |
| Date referred to learner |
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