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Unit 19 in the HND course on health and social care reflective approaches in implementing person-centred practice the focuses on significance of reflective practice in social and healthcare. Reflective practice permits the practices to identify their real-life situation responses. Moreover, to identify the improvement areas and improve professional potential. By the self-assessment engagement, the practitioner generates a detailed recognition of the way through which their actions influence the users of service leading to a person-centred and compassionate approach. This process is reflected in the integration of lifelong learning that makes healthcare professionals able to ongoing refine their skills. Moreover, to provide the patient focus and high-quality care.

Generating the principles from the previous unit, this unit has great support for the students in connection with theoretical knowledge with experience that is hands-on. This unit also allows students to integrate the learning of the classroom with their practical work. Moreover, it also utilised that reflective approach to analyse and document their professional growth. With this approach, the students may increase knowledge into the useful practice and generate strategies to identify the challenges which encounter in the workplace. This unit also shed light on the significance of confidentiality as learners utilised the examples of the real world from their work. Whereas certify the sensitive protected information.

This unit also empowers students to empower for taking charge of their own development and learning as practitioners of healthcare. By embracing the practice of reflection they will improve their person-centred understanding of care with detailed knowledge of ethical and legal frameworks for healthcare guidelines. This unit provides a commitment to progressive learning. The potential to become a reflective practice nurse who promotes Innovation and improvement within the social and healthcare sectors.

Unit Aims

The main aims of unit 19 reflective approaches in implementing person-centred practice are to make learners acquire the best practice of health and social care in HND given below.

  • To equip students with the potential to engage in the practice of reflection. Permit them to identify their improvement areas and professional actions.
  • To focus on the significance of person-centred care by encouraging students to emphasize respectful interaction and individualised support with the user`s service.
  • To make students connect with theoretical knowledge with practical experience to provide holistic recognition of professional development.
  • To instil lifelong learning commitment. Make sure students adopt a reflective understanding which improves their potential to provide great quality care in their entire careers.

Learning Outcomes

Here are the learning outcomes of the unit 19 reflective approaches in implementing person-centred practice according to Pearson`s set.

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

  • Value and meaning of the holistic practice of person centre.
  • Consistently respected demonstration for, and practical themes application when having care for others.
  • Regulation, ethical practice and law.
  • Attitude, behaviour and professional values.
  • Safety, safeguarding and health via lifespan.
  • Promoting and valuing diversity, inclusion and difference.
  • Promoting mental and physical health with emotional wellbeing.
  • Individuals support to make informed and independent choices regarding the care and services they receive.
  • Personal care and physical support.
  • Duty of care.
  • Daily living requirements support individuals.
  • Healthy lifestyle and supporting healthy promotion.
  • Active respect for rights, individuality, independence, dignity, privacy, and choice.
  • Demonstrate empathy, respect and partnership promotion.

LO2: Review current policies, legislation and regulations in relation to effective Person-centred Practice.

  • • Recent legislation, Regulations and policies that influence the person-centred care provided to individuals for receiving health, support and care services.

Active respect and knowing legislation on:

  • Controlling and reducing risk
  • Safety and health and organisational approach
  • Safeguarding
  • Diversity, and team discriminatory practices and equality
  • Confidentially and data protection, revealing the importance and policies of the limit in terms of Information sharing as relevance
  • Legal and legislation responsibilities
  • The connection between standards, legislation and regulations
  • The impact and implications of versatile legislation in terms of the promotion of person-centred care
  • Regulations and rules in terms of cyber security
  • Whistleblowing
  • Legislation applications at the workplace
  • Barriers
  • Understanding and miscommunication
  • Versatile practices of professional codes
  • Group cohesion

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

  • Expectations meeting for organisation, self and others.
  • Own practice
  • Supporting or mentoring others
  • Areas identification for development
  • Appropriate responses to criticism
  • Be cognizant of action taken in terms of your own well-being and health
  • Leadership skills demonstration
  • Evidence practice against the themes of practice such as active fair promotion, inclusive practices, and non-discriminatory practices
  • High standard maintenance of professional and professional conduct
  • Practices of others
  • Good practice identification and development areas
  • Influence Service users of received care
  • Having problems in conversation
  • Learning feedback
  • Utilising constructive feedback as the learning cycle part at where the feedback Inform the reflection turn

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

  • Reflection models
  • Reflective practices
  • Critical reflection
  • Self-reflection
  • Reflection on the influence of own skills, knowledge and behaviour on others
  • Service improvement planning
  • Contribution of own
  • Requirement of practice at the workplace
  • Knowledge, skills and understanding of a particular character
  • Informative communication sensitively and effectively
  • To carry on explaining tasks under the senior practitioner`s instructions
  • Facilitator as the self-of-service user journey with care
  • Responsibilities in addition to personal Centre provision care
  • Own contribution to collective team effectiveness
  • Meeting expectations and needs of service users
  • Team performance improvement
  • Team members support
  • Meeting objectives
  • In formal and formal characters within the systems and structures of the organisation
  • Coaching and mentoring others
  • Interpersonal interactions
  • Barriers
  • Professional codes
  • Accountability
  • Experience
  • Various expectations and priorities

Assessment Criteria

The assessment criteria of the unit 19 reflective approaches in implementing person-centred practice have a core association with learning outcomes.

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

  • 1.1 Compare how the medical and social models apply to person-centred practice in health, care or support services.
  • 1.2 Discuss how to adopt a person-centred approach when planning and implementing a programme for individuals requiring support.
  • 1.3 Review the challenges with applying person-centred care in own workplace setting.
  • 1.4 Evaluate how dilemmas experienced in own workplace setting affect consistency in approach to effective person-centred practice.

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

  • 2.1 Discuss how aspects of different legislation are reflected in the provision of person-centred care in a healthcare setting using specific examples.
  • 2.2 Suggest appropriate solutions to different problems that may occur in implementing specific regulations and policies in a health and care setting.
  • 2.3 Assess the challenges in interpreting different legislation in relation to the planning and provision of person-centred care in own workplace setting.
  • 2.4 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 and support settings.

  • 3.1 Produce a comparative reflective account of own provision of periods of person-centred care in different workplace settings.
  • 3.2 Interrogate own effectiveness in managing own workload as part of a team providing person-centred care for different individuals.
  • 3.3 Critically evaluate own and others’ practice in enabling a consistent approach to high-quality care in different health and care settings.

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

  • 4.1 Construct a short medium and long-term plan to improve own practice and skills in providing person-centred care.
  • 4.2 Analyse the practicality of own plans in relation to contributing to the collective effectiveness of own workplace team.
  • 4.3 Implement own short-term plan during a period of workplace experience.
  • 4.4 Monitor own implementation of plan throughout, making suggestions for further improvement.
  • 4.5 Produce a critically reflective action plan for further personal and professional development based on own reflective learning.

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