Facilitate person centred assessment, planning, implementation and review — OCN London Apprenticeship Assessment Qualification Health & Social Care Revision

    This subtopic equips learners with the skills to facilitate person-centred assessment, planning, implementation, and review for individuals living with dem

    Topic Synopsis

    This subtopic equips learners with the skills to facilitate person-centred assessment, planning, implementation, and review for individuals living with dementia. It emphasises involving the person in all stages of care, respecting their history, preferences, and rights, while working collaboratively with families and professionals to promote well-being and autonomy.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Facilitate person centred assessment, planning, implementation and review

    OCN LONDON
    vocational

    This subtopic equips learners with the skills to facilitate person-centred assessment, planning, implementation, and review for individuals living with dementia. It emphasises involving the person in all stages of care, respecting their history, preferences, and rights, while working collaboratively with families and professionals to promote well-being and autonomy.

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    Learning Outcomes
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    Assessment Guidance
    5
    Key Skills
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    Key Terms
    5
    Assessment Criteria

    Assessment criteria

    OCNLR Level 2 Certificate in Dementia Care

    Topic Overview

    The OCNLR Level 2 Certificate in Dementia Care provides a foundational understanding of dementia, its causes, and how it affects individuals. This qualification is essential for those working in health and social care settings, as dementia is a growing concern with over 850,000 people living with the condition in the UK. The course covers person-centred care, communication strategies, and legal frameworks, equipping learners with practical skills to support individuals with dementia and their families.

    Dementia is not a single disease but a syndrome caused by various brain disorders, including Alzheimer's disease, vascular dementia, and Lewy body dementia. The certificate explores the progression of dementia, the importance of early diagnosis, and the role of multi-disciplinary teams in managing care. It also emphasises the need to challenge stigma and promote independence, aligning with the UK's National Dementia Strategy and the Care Act 2014.

    This qualification fits into the broader Health & Social Care curriculum by linking to topics such as safeguarding, communication, and equality. It prepares learners for roles like care assistants, support workers, or dementia champions, and provides a stepping stone to further study, such as the Level 3 Diploma in Adult Care. Understanding dementia care is crucial for delivering compassionate, effective support in residential homes, day centres, or domiciliary care.

    Key Concepts

    Core ideas you must understand for this topic

    • →Person-centred care: Tailoring support to the individual's preferences, history, and needs, as outlined by Tom Kitwood's model. This includes valuing the person behind the dementia and involving them in decisions.
    • →Types of dementia: Alzheimer's disease (most common, caused by plaques and tangles), vascular dementia (due to reduced blood flow to the brain), Lewy body dementia (abnormal protein deposits), and frontotemporal dementia (damage to frontal and temporal lobes).
    • →Communication techniques: Using simple language, non-verbal cues, and validation therapy to reduce distress. Avoid open-ended questions; instead, offer choices and use reminiscence to engage.
    • →Legal and ethical frameworks: The Mental Capacity Act 2005 (assessing capacity, best interests decisions), the Deprivation of Liberty Safeguards (DoLS), and the Equality Act 2010 (protecting against discrimination).
    • →Challenging behaviour: Understanding that behaviours like aggression or wandering often result from unmet needs (pain, boredom, confusion). Use the ABC chart (Antecedent, Behaviour, Consequence) to identify triggers.

    Learning Objectives

    What you need to know and understand

    • Understand the principles of person centred assessment and care planning, Be able to facilitate person centred assessment, Be able to contribute to the planning of care or support, Be able to support the implementation of care plans, Be able to monitor a care plans, Be able to facilitate a review of care plans and their implementation

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating how you actively involved the individual with dementia in their own assessment, using appropriate communication methods and tools (e.g., life story work).
    • Expect clear evidence that the care plan reflects the person’s strengths, goals, and choices, not just their deficits, with specific examples of how their voice was prioritised.
    • Look for proof of collaboration with family members, advocates, and other professionals when planning and reviewing care, ensuring a holistic approach.
    • Assess whether the learner can explain how they monitored changing needs and adapted the care plan promptly, keeping the individual at the centre.
    • Credit clear documentation that shows a person-centred review process, including feedback from the individual and agreed adjustments to support.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Always use the individual’s name and include concrete examples of how you built rapport and gathered their views, even if their verbal communication is limited.
    • 💡When writing about care planning, link each goal directly to something the person values or has expressed, to demonstrate person-centred thinking.
    • 💡Show that you understand the fluctuating nature of dementia by explaining how you remained flexible and responsive during implementation and monitoring.
    • 💡For the review process, detail how you created a comfortable environment, used memory aids, and involved the person meaningfully rather than just informing them of decisions.
    • 💡Reference relevant legislation (e.g., Mental Capacity Act, Care Act) to strengthen your evidence of rights-based, ethical practice throughout the cycle.
    • 💡Use specific examples from case studies to illustrate person-centred care. For instance, describe how a care plan might include a resident's favourite music or daily routine to reduce anxiety.
    • 💡Know the key differences between dementia types, especially Alzheimer's and vascular dementia. Examiners often ask about symptoms like memory loss vs. mood changes or physical symptoms like mobility issues.
    • 💡Link your answers to legislation, such as the Mental Capacity Act. For example, when discussing consent, explain how capacity is assessed and why it must be assumed unless proven otherwise.

    Common Mistakes

    Common errors to avoid in your coursework

    • Learners often describe care planning as a professional-led task, failing to evidence how the person with dementia was truly at the centre of decisions.
    • A frequent error is using generic, task-focused language in care plans (e.g., ‘will be washed’) rather than personalised outcomes (e.g., ‘Joan prefers a bath with lavender oil to start her day calmly’).
    • Many neglect to consider the individual’s life history, cultural background, and current preferences, leading to plans that do not reflect the person’s identity.
    • Learners sometimes overlook the need to adapt communication methods to support the person’s understanding and participation, assuming they cannot contribute.
    • A common misconception is that monitoring only involves checking physical health, ignoring changes in mood, behaviour, or social engagement.
    • Misconception: Dementia is a normal part of ageing. Correction: While age is a risk factor, dementia is not inevitable. Many older people maintain cognitive health, and dementia is caused by specific brain diseases.
    • Misconception: People with dementia cannot learn new things. Correction: With appropriate support, individuals can learn new skills or routines, especially in early stages. Repetition and patience are key.
    • Misconception: Aggression in dementia is intentional. Correction: Aggression is usually a response to fear, pain, or frustration. It is not deliberate; identifying triggers can prevent incidents.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic understanding of human anatomy and physiology, particularly the brain and nervous system.
    • •Familiarity with health and social care values, such as dignity, respect, and confidentiality.
    • •Knowledge of communication techniques in care settings, including active listening and non-verbal communication.

    Key Terminology

    Essential terms to know

    • Understand the principles of person centred assessment and care planning, Be able to facilitate person centred assessment, Be able to contribute to the planning of care or support, Be able to support the implementation of care plans, Be able to monitor a care plans, Be able to facilitate a review of care plans and their implementation

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