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

Unit 19: Reflective Approaches in Implementing Person Centred Practice

Unit code T/616/1653
Unit type Core
Unit level 5
Credit value 15

Introduction
Reflective practice is used throughout the healthcare profession as a means to improving 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. Learning in the workplace will be supplemented with wider understanding and knowledge from all parts of the course.

Through this unit, students will be supported to take responsibility for their own learning, demonstrate their capacity to continuously learn and grow, reflect on their own practice and encourage others to develop their practice. It enables students to have a greater understanding of person-centred care, the legal and ethical framework under which practitioners operate, and further develop the skills required to develop them as reflective healthcare practitioners throughout their learning and career in the health and social care sector.

As students will be reflecting using examples from real practice in their workplace setting, it is essential that students respect the confidentiality of information used within this unit.

Learning Outcomes
By the end of this unit students will be able to:

  1. Promote a holistic approach to person-centred practice
  2. Review current policies, legislation and regulations in relation to effective person-centred practice
  3. Reflect on own practice within health, care and support settings
  4. Explore ways to develop own professional skills and behaviours in relation to health, care or support service provision.

Essential content

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

Meaning and value of holistic person-centred practice
Consistently demonstrating respect for, and application of, the Practice
Themes when caring for others:
Law, regulation and ethical practice
Professional values, attitudes and behaviour
Health, safety and safeguarding through the lifespan
Valuing and promoting diversity, difference and inclusion
Promoting physical and mental health and wellbeing.
Supporting individuals to make independent, informed choices about the services and care they receive
Considerations when planning and implementing a person-centred approach Duty of care
Physical support and personal care
Supporting individuals with daily living needs
Supporting health promotion and healthy lifestyles
Actively respecting individuality, rights, choice, privacy, independence, dignity
Demonstrating respect, empathy and promoting partnership
Equal opportunities
Actively respecting and promoting diversity
Respecting different cultures and values
Providing care, support and attention with different individuals
Involving family, friends, carers, groups and communities in the provision of care
Empowering the service user voice (recognising the service user as architect of their care) including incorporating patient/service user feedback in own provision of care
Implementing professional approaches to care: care, compassion, competence, communication, courage (honesty), commitment
The importance of professional presentation, e.g. personal hygiene when providing personal care
Ensuring the right to confidentiality is respected throughout
Pearson BTEC Levels 4 and 5 Higher Nationals in Healthcare Practice –
Specification – Issue 2 – February 2018 © Pearson Education Limited 2018 281
Professional relationships and approaches to communication in promoting person-centred approaches

With individuals, their family and friends
Team members
Line managers
Leadership competencies
Workers in other agencies
Rights and responsibilities of users of service versus care workers and others
Professional codes
Trust
Advocacy
Roles and responsibilities
Empowerment
Demonstrating initiative within remit of own role
Values of developing partnership approaches to person-centred care
Communication when providing direct care e.g. appropriateness, sensitivity,
balancing the duty of care with the right of the individual to have their wishes,
preferences and choices heard and taken into account
Communicating complex and sensitive information to professionals
Interpersonal skills
Written and verbal
Record-keeping
Technology
Data protection
Handling sensitive information
Listening skills
Reflective listening
Active listening
Barriers to communication
Environmental, e.g. location, noise, light, personal space
Language, e.g. communicating with individuals with English as a second language
Cultural, e.g. individual differences regarding norms of communication
Availability of resources to meet specific communication needs, e.g. professionals who can use sign language, resources in braille, other alternative communication aids

Models of support
Social versus medical and other models of health and influence on models of support
Individual benefit versus organisational benefit
Challenges in implementing person-centred approaches
Risk
Abuse
Challenging behaviour
Impact of own values, principles and prejudice
Conflict
Ethics
Confidentiality versus disclosure
Supervision sessions/mentoring
Expectations changing over time
Conflicts between principles of good practice and values of others
Being adaptable
Reflective approach: qualities and skills needed compared to qualities and skills possessed

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

Current policy, legislation and regulations that impact on the person-centred care given to individuals receiving care from health, care and support services
Knowing and actively respecting legislation on:
Health and safety and the organisational approach
Reducing and controlling risks
Safeguarding and/or Protection
Equality, diversity and anti-discriminatory practice.
Data protection and confidentiality, e.g. reviewing the: importance of, limits of and policies regarding sharing of information as relevant to own role.
Legislation and legal responsibilities
The relationship between regulations, legislation and standards
The implications and impacts of various legislation related to promoting person-centred care
Whistleblowing
Rules and regulations relating to cybersecurity
The application of legislation within the workplace

Barriers
Miscommunication and understanding
Different professional codes of practice
Group cohesion

LO3 Reflect on own practice within health, care or support settings Own practice

Meeting expectations of self, others and organisations
Mentoring or supporting others
Identifying areas for development
Responding appropriately to criticism
Being aware of, and taking action in regard to, own health and wellbeing
Demonstrating leadership skills
Evidence of practice against the practice themes, e.g. actively promoting fair,
non-discriminatory and inclusive practices
Maintaining high standards of personal and professional conduct
Others’ practice
Identifying good practice and areas for development
Impact on service users of care received
Having difficult conversations
Conflict resolution
Feedback for learning
Using constructive feedback as part of the learning cycle where feedback informs reflection which in turn informs action
Using feedback from others to reflect on and improve own practice, skills and learning

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

Reflective practice
Models of reflection
Critical reflection
Reflecting on self
Reflecting on impact of own behaviour, knowledge and skills on others
Planning for service improvement

Own contribution
Practice requirements in the workplace:
skills, knowledge, understanding specific to role communicating information effectively and sensitively carrying out defined tasks under the instruction of a senior practitioner self as a facilitator of the service user journey through care responsibilities in addition to the provision of person-centred care.
Planning for own development
Constructing short (3 months), medium (6 months) and long-term (12 months–5 years) plans for development
Continuing Professional Development (CPD), e.g. undertaking training available to meet service requirements and keep own skills and knowledge up to date, career-long learning
Additional issues of fitness for practice, i.e. maintaining own health and wellbeing, establishing and maintaining personal and professional boundaries, managing the physical and emotional impact of own practice, identifying and applying strategies to build professional resilience

Own contribution to the collective effectiveness of teams

Meeting needs and expectations of users of service
Improving team performance
Supporting other team members
Meeting objectives
Formal and informal roles within organisational structures and systems
Mentoring and coaching others
Barriers
Interpersonal interactions
Professional codes
Differing priorities and expectations
Experience
Accountability
Reflective learning
Consider this as a philosophy and a concept
Using reflective learning to gain a deeper and objective insight into levels of
performance in comparison to levels of expectation
Using the Practice Themes as a framework for reflective learning

Learning Outcomes and Assessment Criteria

 

Pass Merit Distinction
LO1 Promote a holistic approach to person-centred practice D1 Evaluate the skills required to conduct ethical research to positively influence practice and provision in health, care
P1 Compare how the medical and social models apply to personcentred practice in a health, care or support service

P2 Discuss how to adopt
a person-centred approach when planning and implementing a programme for individuals requiring support

M1 Review the challenges with applying person-centred care in own workplace setting
LO2 Review current policies, legislation and regulations in relation to effective person-centred practice D2 Critically evaluate the effectiveness of health and safety and safeguarding or protection systems in own workplace setting in meeting legislative requirements
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 personcentred care in own workplace setting
LO3 Reflect on own practice within health, care or support settings D3 Critically evaluate own and others’ practice in enabling a consistent approach to high-quality care in different health and care settings
P5 Produce a comparative reflective account of own provision of periods of personcentred care in different workplace settings M3 Interrogate own effectiveness in managing own workload as part of a team providing person-centred care for different
individuals
LO4 Explore ways to develop own professional skills and behaviours in relation to health, care or support service provision D4 Produce a critically reflective action plan for further personal and professional development based on own reflective learning

 

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

Recommended resources
Textbooks
BOLTON, G. (2014) Reflective Practice: Writing and Professional Development.
London: Sage Publications.
HOWATSON–JONES, L. (2016) Reflective Practice in Nursing. London: Sage Publications.
JASPER, M. (2003) Beginning Reflective Practice: Foundations in Nursing and Healthcare. Gloucestershire: Nelson Thornes.
LILLYMAN, S. and MERRIX, P. (2012) Portfolios and Reflective Practice (Nursing and Health Survival Guides). Oxford: Routledge REZEK, C. (2015) Mindfulness for Carers: How to Manage the Demands of Caregiving While Finding a Place for Yourself. London: Jessica Kingsley Publishers.
TAYLOR, B. (2010) Reflective Practice for Healthcare Professionals. London: Open University Press.
TRAYNOR, T. (2017) Critical Resilience for Nurses: An Evidence-Based Guide to Survival and Change in the Modern NHS. Oxford: Routledge.

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 7: Effective Healthcare Practice using Maths
Unit 15: Healthcare Technology in Practice
Unit 17: Effective Reporting and Record-keeping in Health and Social Care Services
Unit 26: Supporting Team and Partnership Working Across Health and Social Care Services
Unit 20: Care Planning Processes in Healthcare Practice
Unit 32: Team and Individual Leadership: Mentoring and Coaching Others Pearson BTEC Levels 4 and 5 Higher Nationals in Healthcare Practice – Specification – Issue 2 – February 2018 © Pearson Education Limited 2018 288

 

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, SAFETY AND SAFEGUARDING THROUGH THE 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 WELLBEING LO1-LO4 All Assessment Criteria

 

Essential requirements

Case study material is essential and can be provided by the tutor or based on students’ work situations.

Delivery
Tutors must be appropriately qualified and experienced in the health and social care sector to cover the principles and skills development aspects of this unit.

Assessment
Students must be given time to develop their workplace experience, knowledge and understanding before assessment of this unit. They will be expected to present evidence based substantially on their work in health, care and/or support services. Evidence against practice-based criteria can be collated in the Practical Learning and Development Portfolio (PLAD).

Employer engagement and vocational contexts
A letter to employers that briefly outlines the Learning Outcomes of this unit may be helpful to support students’ workplace learning needs. An exemplar letter is given in the PLAD that accompanies this specification.

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