Care Planning Skills For The Care Worker — Laser Learning Awards Other Life Skills Qualification Foundations for Learning Revision

    This topic covers the care planning process, including assessment, risk assessment, implementation, evaluation, and information storage. It is aimed at car

    Topic Synopsis

    This topic covers the care planning process, including assessment, risk assessment, implementation, evaluation, and information storage. It is aimed at care workers at Entry Level.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Care Planning Skills For The Care Worker

    LASER LEARNING AWARDS
    vocational

    This topic covers the care planning process, including assessment, risk assessment, implementation, evaluation, and information storage. It is aimed at care workers at Entry Level.

    22
    Learning Outcomes
    44
    Assessment Guidance
    50
    Key Skills
    21
    Key Terms
    62
    Assessment Criteria

    Assessment criteria

    Laser Entry Level Award in Progression (Entry 3)
    Laser Level 1 Award in Progression
    Laser Level 1 Certificate in Progression
    Laser Level 2 Diploma in Progression
    Laser Level 2 Certificate in Progression
    Laser Entry Level Certificate in Progression (Entry 3)
    Laser Level 3 Award in Progression
    Laser Level 2 Award in Progression
    Laser Level 1 Diploma in Progression
    Laser Level 3 Certificate in Progression

    Topic Overview

    The Laser Entry Level Award in Progression (Entry 3) is a foundational qualification designed to help students develop essential skills for further learning, employment, and independent living. This award focuses on building confidence, communication, and problem-solving abilities through practical, real-world tasks. It is part of the Foundations for Learning suite, which aims to support learners who may need additional time or tailored approaches to achieve their goals.

    Students explore topics such as personal development, teamwork, and basic numeracy and literacy in context. The qualification is structured around short, manageable units that allow learners to demonstrate progress step by step. By completing this award, students gain a recognised credential that can lead to higher-level study, such as the Level 1 Award in Progression, or entry into vocational training.

    This qualification matters because it provides a supportive pathway for students who may have struggled in traditional academic settings. It emphasises transferable skills like time management, following instructions, and working with others, which are crucial for success in education and the workplace. The Laser Entry Level Award is also flexible, allowing centres to tailor content to individual learner needs.

    Key Concepts

    Core ideas you must understand for this topic

    • →Personal Development: Understanding your own strengths, setting simple goals, and reflecting on progress. This includes managing emotions and building self-esteem.
    • →Communication: Developing basic speaking, listening, reading, and writing skills for everyday situations, such as asking for help or filling in forms.
    • →Numeracy in Context: Applying number skills to practical tasks like measuring, budgeting, or telling time, rather than abstract maths problems.
    • →Teamwork: Working cooperatively with others, sharing ideas, and taking turns. This includes understanding different roles within a group.
    • →Problem-Solving: Identifying simple problems, thinking of possible solutions, and trying them out. This could involve everyday challenges like planning a journey or organising a task.

    Learning Objectives

    What you need to know and understand

    • 1. Understand the care planning process. 2. Know about the assessment process for persons in need of care. 3. Understand the role of risk assessment in the care planning process. 4. Be able to participate in planning the delivery of care. 5. Understand the implementation of care plans.6. Know how to evaluate care plans and related processes. 7. Understand the issues around the storage of information and care plans.
    • 1. Understand the care planning process. 2. Know about the assessment process for persons in need of care. 3. Understand the role of risk assessment in the care planning process. 4. Be able to participate in planning the delivery of care. 5. Understand the implementation of care plans.6. Know how to evaluate care plans and related processes. 7. Understand the issues around the storage of information and care plans.
    • 1. Understand the care planning process. 2. Know about the assessment process for persons in need of care. 3. Understand the role of risk assessment in the care planning process. 4. Be able to participate in planning the delivery of care. 5. Understand the implementation of care plans.6. Know how to evaluate care plans and related processes. 7. Understand the issues around the storage of information and care plans.
    • 1. Understand the care planning process. 2. Know about the assessment process for persons in need of care. 3. Understand the role of risk assessment in the care planning process. 4. Be able to participate in planning the delivery of care. 5. Understand the implementation of care plans.6. Know how to evaluate care plans and related processes. 7. Understand the issues around the storage of information and care plans.
    • 1. Understand the care planning process. 2. Know about the assessment process for persons in need of care. 3. Understand the role of risk assessment in the care planning process. 4. Be able to participate in planning the delivery of care. 5. Understand the implementation of care plans.6. Know how to evaluate care plans and related processes. 7. Understand the issues around the storage of information and care plans.
    • 1. Understand the care planning process. 2. Know about the assessment process for persons in need of care. 3. Understand the role of risk assessment in the care planning process. 4. Be able to participate in planning the delivery of care. 5. Understand the implementation of care plans.6. Know how to evaluate care plans and related processes. 7. Understand the issues around the storage of information and care plans.
    • 1. Understand the care planning process. 2. Know about the assessment process for persons in need of care. 3. Understand the role of risk assessment in the care planning process. 4. Be able to participate in planning the delivery of care. 5. Understand the implementation of care plans.6. Know how to evaluate care plans and related processes. 7. Understand the issues around the storage of information and care plans.
    • 1. Understand the care planning process. 2. Know about the assessment process for persons in need of care. 3. Understand the role of risk assessment in the care planning process. 4. Be able to participate in planning the delivery of care. 5. Understand the implementation of care plans.6. Know how to evaluate care plans and related processes. 7. Understand the issues around the storage of information and care plans.
    • Describe the key stages of the care planning process and their purposes.
    • Explain how to conduct a basic person-centred assessment, including gathering relevant information with consent.
    • Identify common risks in care settings and outline the role of risk assessment in safeguarding service users.
    • Contribute appropriately to the development of a care plan by sharing observations and supporting the service user's preferences.
    • Outline the steps required to implement a care plan safely and respectfully.
    • Explain the importance of evaluating care plans and suggest ways to collect feedback for review.
    • Describe legal and ethical requirements for storing and sharing care plan information, ensuring confidentiality.
    • Describe the sequential stages of the care planning cycle and their interdependencies.
    • Explain the principles and methods of holistic assessment in identifying the needs, wishes, and preferences of individuals.
    • Analyse potential risks and produce a person-centred risk assessment that balances safety with autonomy.
    • Demonstrate how to work in partnership with the individual, family, and multi-disciplinary team to agree SMART goals and interventions.
    • Outline the steps required for effective implementation, including clear documentation and communication with all stakeholders.
    • Evaluate the impact of care provision against agreed outcomes, using evidence to recommend modifications to the care plan.
    • Identify the legal, ethical, and organisational requirements for the secure storage, sharing, and disposal of care plan information.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Understands the stages of the care planning process.
    • Knows the purpose of risk assessment in care.
    • Participates in planning care delivery.
    • Understands how to implement and evaluate care plans.
    • Recognises the importance of confidential information storage.
    • Award credit for demonstrating active participation in a care planning meeting, including contributing relevant observations about the individual's preferences and needs.
    • Look for evidence that the candidate can accurately complete a risk assessment form, identifying both potential hazards and suitable control measures.
    • Assess the ability to explain how an individual's capacity and consent are considered during the assessment and planning stages.
    • Credit responses that show understanding of how to review a care plan by comparing current needs against recorded goals and suggesting adjustments where necessary.
    • Acknowledge demonstration of knowledge about confidentiality and secure storage of care plan documentation in line with data protection principles.
    • Award credit for demonstrating understanding of the care planning cycle stages, including assessment, planning, implementation, and evaluation.
    • Award credit for identifying key components of a person-centred assessment, such as gathering holistic information and respecting the individual's wishes.
    • Award credit for explaining the purpose of risk assessment in care planning and its role in promoting safe practice.
    • Award credit for actively participating in care plan discussions, contributing observations and advocating for the person's preferences.
    • Award credit for describing how to follow a care plan during daily tasks, ensuring actions align with agreed outcomes and adapt to changes.
    • Award credit for evaluating care plan effectiveness by recognising when goals are met or need revision, and reporting appropriately.
    • Award credit for outlining principles of secure information storage, referencing data protection legislation and confidentiality policies.
    • Award credit for demonstrating a clear understanding of the sequential stages of care planning: assessment, planning, implementation, and evaluation, and how they interconnect.
    • Award credit for accurate identification of risk assessment components and explaining how risks inform care plan adjustments and promote client safety.
    • Award credit for evidence of active participation in care delivery, such as contributing to goal-setting or reviewing care activities in collaboration with the client and team.
    • Award credit for demonstrating a clear, sequential description of the care planning cycle, including assessment, planning, implementation, and evaluation stages.
    • Award credit when evidence shows active participation in a person-centred assessment, such as contributing observations or communicating preferences accurately.
    • Credit must be given for correctly identifying the purpose and components of a risk assessment, and linking these to the care plan interventions.
    • Award credit for demonstrating collaborative skills in planning: e.g., involving the individual, family, and multidisciplinary team, and documenting agreed goals.
    • Credit should be awarded for showing understanding of implementation responsibilities, including practical delivery of tasks, monitoring changes, and reporting according to professional boundaries.
    • Award credit for applying evaluation techniques such as reviewing outcomes against goals, documenting progress, and suggesting adjustments to the care plan.
    • Credit must be given for explaining data protection principles (e.g., confidentiality, secure storage, access rights) and how they apply to care plan documentation.
    • Award credit for demonstrating an understanding of the sequential stages of care planning: referral, assessment, planning, implementation, and review.
    • Award credit for accurately identifying the key components of a holistic needs assessment, including physical, emotional, social, and environmental factors.
    • Award credit for completing a risk assessment that identifies hazards, evaluates risks, and proposes control measures specific to the individual's circumstances.
    • Award credit for actively contributing to a care planning discussion, articulating the person's preferences and support needs.
    • Award credit for describing how to follow a care plan accurately, explaining the importance of consistency and adherence to specified tasks.
    • Award credit for explaining evaluation methods such as gathering feedback from the individual and monitoring outcomes against goals.
    • Award credit for outlining principles of confidentiality and referencing relevant legislation (e.g., Data Protection Act) when storing care plans.
    • Award credit for demonstrating a clear understanding of the person-centred approach in the assessment process, including gathering holistic information from the individual and relevant others.
    • Award credit for explaining how risk assessments are integral to care planning, identifying hazards, evaluating likelihood and severity, and implementing proportionate control measures.
    • Award credit for showing active participation in care plan development, such as contributing to goal setting and identifying resources or adjustments in collaboration with the individual and team.
    • Award credit for accurately describing the implementation process, including how to follow the care plan, monitor progress, and report changes or concerns promptly.
    • Award credit for evaluating care plans using measurable outcomes and feedback, and for proposing evidence-based revisions to improve quality of care.
    • Award credit for outlining legal and ethical requirements for information storage, including confidentiality, data protection, and secure record-keeping practices.
    • Award credit for demonstrating a clear understanding of the care planning cycle stages (assessment, planning, implementation, evaluation) in written or practical evidence.
    • Assess the ability to conduct a basic needs assessment, identifying physical, emotional, and social needs of the individual, and recording evidence of the person's own views.
    • Credit should be given for identifying potential risks (e.g., falls, medication errors) and proposing proportionate control measures within the care plan context.
    • Evidence of active participation in care plan meetings, including contributing observations and advocating for the individual's preferences, should be recognised.
    • Look for the correct implementation of care plan actions, such as following set routines, administering care as directed, and reporting variances.
    • Evaluation skills: ability to review a care plan against outcomes, suggesting changes where needs have altered or goals not met, with justification.
    • Proper handling of confidential information: evidence of understanding data protection principles when storing, sharing, and disposing of care records.
    • Award credit for correctly listing and sequencing the stages of the care planning cycle.
    • Credit for demonstrating understanding of gaining valid consent and maintaining dignity during assessment.
    • Expect identification of at least three common hazards and corresponding control measures in a given scenario.
    • Look for evidence of active participation in planning meetings, such as offering relevant observations and respecting service user choices.
    • Credit for outlining how to follow a care plan accurately, including reporting any deviations or concerns promptly.
    • Assess understanding of the difference between formative and summative evaluation and the role of the care worker in both.
    • Award marks for explaining the principles of data protection, need-to-know basis, and secure storage practices.
    • Award credit for accurately identifying and sequencing all stages of the care planning cycle (e.g., assessment, planning, implementation, evaluation).
    • Credit description of holistic assessment tools (e.g., CAF, needs-led assessments) and how they capture physical, emotional, social, and spiritual needs.
    • For risk assessment, credit clear identification of hazards, evaluation of likelihood and severity, and proportionate control measures that respect individual choice.
    • Credit evidence of collaboration, such as meeting records or care plan drafts that reflect the person’s own language and goals.
    • Award marks for specifying SMART (Specific, Measurable, Achievable, Relevant, Time-bound) goals and linking them to identified needs.
    • In implementation, credit accurate, contemporaneous record-keeping and demonstration of adherence to care policies and duty of care.
    • For evaluation, credit critical reflection on outcomes, use of feedback, and proposal of realistic adjustments.
    • Regarding information storage, credit correct application of GDPR principles, confidentiality boundaries, and secure data handling procedures.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Use a simple case study to illustrate the process.
    • 💡Emphasise person-centred care.
    • 💡Mention the importance of multi-disciplinary working.
    • 💡In assignment questions, always relate your answers back to the principles of person-centred care—highlight how the individual's voice is central to the process.
    • 💡When asked about risk assessment, structure your response to first identify a risk, then explain the control measure, and finally justify why it maintains dignity and independence.
    • 💡Use specific terminology from the care setting (e.g., 'support plan', 'key worker', 'review date') to demonstrate professional literacy.
    • 💡For evaluation questions, mention the use of regular reviews, feedback from the individual and their family, and measurable outcomes as evidence of effective care.
    • 💡When answering questions, always link your response to the care planning cycle to demonstrate your systematic understanding.
    • 💡Use person-first language (e.g., 'person with a care need' rather than 'patient') to show person-centred thinking.
    • 💡Reference relevant legislation such as the Data Protection Act for storage and confidentiality questions to strengthen your answer.
    • 💡Provide practical examples of how a care worker contributes at each stage, not just theoretical definitions.
    • 💡In scenario-based tasks, always consider the individual's capacity, consent, and right to make their own decisions.
    • 💡Highlight the importance of teamwork and communication with other professionals when discussing planning and evaluation.
    • 💡Always link your written or observed evidence explicitly to the care planning cycle, showing how each step follows and feeds into the next.
    • 💡Use concrete, practice-based examples to illustrate theoretical points, such as describing a specific risk assessment you contributed to and its outcome.
    • 💡For assessment tasks, always map your evidence directly to the learning outcomes; use phrases like 'I participated in the planning by…' to show applied knowledge.
    • 💡Use real or simulated workplace examples to demonstrate understanding of each stage—generic theory alone will not meet the 'Be able to' objectives.
    • 💡When discussing risk assessment, always connect hazards identified to specific control measures included in the care plan; avoid generic statements.
    • 💡Proofread written work for confidentiality breaches: ensure any reflective accounts, case studies, or records are fully anonymised.
    • 💡Always link your answers to person-centred values, emphasising the individual's rights, dignity, and choice to demonstrate best practice.
    • 💡Use concrete examples from placements or hypothetical scenarios to illustrate how you would implement, evaluate, or update a care plan.
    • 💡When discussing information storage, explicitly reference legal frameworks like the Data Protection Act or GDPR to show awareness of accountability.
    • 💡In practical assessments, clearly evidence that you have sought informed consent and involved the person in decisions about their care.
    • 💡For written tasks, structure responses to mirror the care planning cycle, showing logical progression from assessment to evaluation.
    • 💡Always use person-centred language—refer to ‘the individual’ rather than ‘patient’ or ‘client’ unless specified, and emphasise choice and empowerment.
    • 💡Provide concrete examples from practice or case studies to demonstrate how you have applied the care planning cycle, not just theory.
    • 💡Reference key legislation (e.g., Care Act 2014, GDPR) and national standards to strengthen your evidence of understanding legal frameworks.
    • 💡For evaluation tasks, show how you used measurable criteria (such as wellbeing indicators or feedback surveys) to assess effectiveness and recommend changes.
    • 💡In any assignment, always reference relevant legislation (e.g., Care Act 2014, GDPR) when discussing care planning and confidentiality.
    • 💡When demonstrating care planning skills in role-plays, actively use open-ended questions to elicit the individual's preferences and goals.
    • 💡For evaluation tasks, critically compare the planned outcomes with the actual results, and suggest SMART (Specific, Measurable, Achievable, Relevant, Time-bound) adjustments.
    • 💡Show your understanding of the multidisciplinary team by explaining how you would liaise with other professionals (e.g., district nurse, social worker) when planning care.
    • 💡In written tasks, structure your answers to follow the care planning cycle logically: assess → plan → implement → evaluate.
    • 💡Always link your answers back to the principles of person-centred care, choice, and dignity.
    • 💡Use the PEAR (Point, Evidence, Application, Reflection) model in written assignments to demonstrate applied understanding.
    • 💡In practical assessments, communicate clearly with the service user and the assessor, and document your actions immediately.
    • 💡For questions on risk assessment, remember to distinguish between hazard, risk, and control measure, and give specific examples from a care setting.
    • 💡When evaluating, show that you consider both the service user's feedback and measurable outcomes, not just your own opinion.
    • 💡Use the care planning cycle as a framework to structure your answers, explicitly linking theory to a specific case study or work experience.
    • 💡Always emphasise the voice of the individual—use phrases like ‘in partnership with’ and ‘person-led’ to demonstrate person-centred values.
    • 💡Reference key legislation (e.g., Care Act 2014, Mental Capacity Act 2005, GDPR) and codes of practice to show awareness of legal and ethical responsibilities.
    • 💡When discussing risk assessment, adopt a balanced approach: show you can manage risks while promoting independence and rights.
    • 💡In assignments, provide specific examples of documentation (e.g., assessment forms, risk matrices, care plan templates) to evidence practical understanding.
    • 💡For evaluation, demonstrate the ability to analyse both positive outcomes and areas for improvement, linking back to assessment data and feedback.
    • 💡Tip 1: Use real-life examples in your assessments. For instance, when demonstrating problem-solving, describe a situation you actually faced, like resolving a disagreement in a group project. This shows genuine understanding.
    • 💡Tip 2: Keep a portfolio of evidence throughout the course. Collect photos, witness statements, or short written notes from each activity. This makes it easier to prove your skills without relying on memory.
    • 💡Tip 3: Read each task carefully and ask for clarification if needed. Many learners lose marks because they misunderstand what is required. It's better to ask a tutor than to guess.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing care planning with risk assessment.
    • Not involving the person in care in planning.
    • Neglecting to review and update care plans.
    • Confusing the role of the care worker with that of a care manager, leading to assuming responsibility for designing the care plan rather than contributing to it.
    • Overlooking the importance of gaining and recording explicit consent from the individual before participating in the assessment process.
    • Failing to distinguish between a risk that is acceptable (positive risk-taking) and one that must be eliminated, resulting in overly restrictive plans.
    • Not updating care plans promptly after a change in the individual's condition, leading to outdated information guiding care delivery.
    • Storing care plan documents in unsecured areas or sharing information without proper authorisation, breaching confidentiality.
    • Confusing the care plan with a simple daily task list, overlooking the person's goals and preferences.
    • Failing to involve the individual in their own assessment, leading to a plan that lacks personal relevance.
    • Treating risk assessment as a one-off event, rather than an ongoing process that responds to changing circumstances.
    • Completing care plan documents without consulting the person or team, resulting in inaccuracies.
    • Not updating care records promptly, leading to outdated information being used for care delivery.
    • Sharing care plan details verbally with unauthorised individuals, breaching confidentiality unknowingly.
    • Evaluating care plans based solely on personal opinion, without using objective evidence or feedback.
    • Confusing the assessment stage solely with medical diagnosis rather than a holistic evaluation of needs, preferences, and strengths.
    • Overlooking the legal and ethical importance of service user involvement, leading to passive consent rather than genuine participation in care decisions.
    • Treating care planning as a one-off administrative task rather than an ongoing, dynamic process.
    • Confusing risk assessment with a barrier to independence; often overlooking its role in enabling safe choice-taking.
    • Failing to obtain valid consent or involving the individual meaningfully, resulting in a plan that does not reflect their actual wishes.
    • Implementing care tasks without first reviewing the care plan, leading to outdated or unsafe practices.
    • Evaluating by giving personal opinion instead of using evidence-based measures (e.g., comparing outcomes to baseline assessments).
    • Storing care records insecurely (e.g., leaving files open on a screen) or breaching confidentiality through casual conversations.
    • Confusing a care plan with a daily task list; understanding that a care plan is a dynamic document setting holistic goals and interventions.
    • Assuming risk assessment only covers physical safety, while neglecting psychological, financial, or social risks.
    • Believing that evaluation only occurs at the end of a care period, rather than being an ongoing, cyclical process.
    • Thinking care plans are static and do not require regular review or updating when the person's needs or circumstances change.
    • Overlooking the need to involve the individual in all stages of care planning, leading to a lack of person-centred practice.
    • Confusing care plans with general support plans, omitting the individual’s specific preferences, strengths, and outcomes-focused goals.
    • Treating risk assessment as a one-off task rather than a dynamic, ongoing process that adapts to changing needs.
    • Overlooking the importance of multi-disciplinary input and failing to collaborate effectively with other professionals.
    • Neglecting to update care plans after evaluation, leading to outdated or ineffective care provision.
    • Mishandling sensitive information by leaving records unsecured or sharing details without proper consent, breaching confidentiality.
    • Confusing a care plan with a daily schedule or task list, rather than a holistic document outlining goals, preferences, and support needs.
    • Assuming that risk assessment means eliminating all risks for the individual, rather than promoting positive risk-taking to enhance independence.
    • Failing to involve the individual in their own care planning, leading to a lack of person-centredness and potential non-compliance.
    • Believing that evaluation only happens at fixed intervals, instead of recognising it as a continuous process triggered by any change in condition.
    • Not understanding the legal boundaries of information sharing, such as sharing care details with family members without explicit consent.
    • Confusing the care plan with a risk assessment or treating them as interchangeable.
    • Failing to involve the service user or their advocate in the planning process, leading to a non-person-centred approach.
    • Overlooking the importance of accurate, contemporaneous record-keeping, which can compromise continuity of care.
    • Assuming that evaluation is only done at the end, rather than as an ongoing process to adapt care.
    • Breaching confidentiality by discussing care plan details in inappropriate settings or with unauthorised individuals.
    • Confusing the care plan with a medical treatment plan, neglecting social and emotional dimensions.
    • Failing to involve the individual and their informal carers in decision-making, leading to a professionally led rather than person-centred plan.
    • Treating risk assessment as a one-off task instead of a dynamic, continuously reviewed process.
    • Writing vague goals that cannot be measured or evaluated (e.g., ‘improve well-being’) without specific criteria.
    • Poor documentation: late entries, missing signatures, or illegible handwriting, undermining legal validity.
    • Not updating care plans following reviews or changes in condition, resulting in out-of-date and unsafe care.
    • Breaching confidentiality by discussing care details inappropriately or storing records insecurely.
    • Misconception: 'This qualification is just for students who can't do anything else.' Correction: The Laser Entry Level Award is a valuable stepping stone for many learners, including those who need extra support or a different pace. It builds essential life skills and can lead to further qualifications.
    • Misconception: 'You don't need to study for it; it's just common sense.' Correction: While the tasks are practical, they require understanding and application of specific skills. For example, teamwork involves active listening and compromise, which need practice and reflection.
    • Misconception: 'The award doesn't count towards anything.' Correction: This award is part of the Regulated Qualifications Framework (RQF) and can be used to progress to Level 1 qualifications, apprenticeships, or employment. It is recognised by employers and colleges.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •No formal prerequisites are required for this Entry 3 award, but learners should have basic communication and numeracy skills at Entry 2 level or equivalent. A willingness to engage in group activities and follow simple instructions is helpful.

    Key Terminology

    Essential terms to know

    • 1. Understand the care planning process. 2. Know about the assessment process for persons in need of care. 3. Understand the role of risk assessment in the care planning process. 4. Be able to participate in planning the delivery of care. 5. Understand the implementation of care plans.6. Know how to evaluate care plans and related processes. 7. Understand the issues around the storage of information and care plans.
    • 1. Understand the care planning process. 2. Know about the assessment process for persons in need of care. 3. Understand the role of risk assessment in the care planning process. 4. Be able to participate in planning the delivery of care. 5. Understand the implementation of care plans.6. Know how to evaluate care plans and related processes. 7. Understand the issues around the storage of information and care plans.
    • 1. Understand the care planning process. 2. Know about the assessment process for persons in need of care. 3. Understand the role of risk assessment in the care planning process. 4. Be able to participate in planning the delivery of care. 5. Understand the implementation of care plans.6. Know how to evaluate care plans and related processes. 7. Understand the issues around the storage of information and care plans.
    • 1. Understand the care planning process. 2. Know about the assessment process for persons in need of care. 3. Understand the role of risk assessment in the care planning process. 4. Be able to participate in planning the delivery of care. 5. Understand the implementation of care plans.6. Know how to evaluate care plans and related processes. 7. Understand the issues around the storage of information and care plans.
    • 1. Understand the care planning process. 2. Know about the assessment process for persons in need of care. 3. Understand the role of risk assessment in the care planning process. 4. Be able to participate in planning the delivery of care. 5. Understand the implementation of care plans.6. Know how to evaluate care plans and related processes. 7. Understand the issues around the storage of information and care plans.
    • 1. Understand the care planning process. 2. Know about the assessment process for persons in need of care. 3. Understand the role of risk assessment in the care planning process. 4. Be able to participate in planning the delivery of care. 5. Understand the implementation of care plans.6. Know how to evaluate care plans and related processes. 7. Understand the issues around the storage of information and care plans.
    • 1. Understand the care planning process. 2. Know about the assessment process for persons in need of care. 3. Understand the role of risk assessment in the care planning process. 4. Be able to participate in planning the delivery of care. 5. Understand the implementation of care plans.6. Know how to evaluate care plans and related processes. 7. Understand the issues around the storage of information and care plans.
    • 1. Understand the care planning process. 2. Know about the assessment process for persons in need of care. 3. Understand the role of risk assessment in the care planning process. 4. Be able to participate in planning the delivery of care. 5. Understand the implementation of care plans.6. Know how to evaluate care plans and related processes. 7. Understand the issues around the storage of information and care plans.
    • The care planning cycle
    • Person-centred assessment
    • Risk assessment and management
    • Collaborative care delivery
    • Implementation and documentation
    • Evaluation and continuous improvement
    • Confidentiality and information storage
    • Assessment and holistic need identification
    • Risk assessment and safeguarding
    • Collaborative care planning and goal setting
    • Implementation and monitoring
    • Evaluation and review processes
    • Information governance and data protection

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