Assessment Processes in Health and Social Care Settings Assignment Brief
| Qualification | OTHM Level 5 Diploma in Health and Social Care Management (610/1537/4)
OTHM Level 5 Extended Diploma in Health and Social Care Management (610/0333/5) |
| Unit Reference Number | L/650/1136 |
| Unit Title | Assessment Processes in Health and Social Care Settings |
| Unit Level | 4 |
| Number of Credits | 20 |
| Total Qualification Time (TQT) | 200 hours |
| Guided Learning Hours (GLH) | 100 hours |
| Mandatory / Optional | Mandatory |
| Sector Subject Area (SSA) | 1.3 Health and social care |
| Unit Grading Type | Pass / Fail |
Unit Aims
The aims of the unit are to develop learners’ knowledge of forms of assessment, to develop their reviewing and planning skills when carrying out assessments, and how to meet the needs of individuals accessing services.
Learning Outcomes, Assessment Criteria and Indicative Content
| Learning Outcome – The learner will: | Assessment Criterion – The learner can: | Indicative content |
| 1. Know about approaches used in the assessment process for care provision. | 1.1 Explain the purpose of different assessment models.
1.2 Describe the purpose of assessment tools used in health and social care. 1.3 Analyse how partnership working can support the assessment process. |
● Care and support planning; models of assessment (Smale et al 1993); The questioning model; The procedural Model; The Exchange Model. Needs led assessment; User-led assessment; single assessment process; risk assessment. Valuing people’s plans. Care Programme Approach. End of life care/advance care planning
● Assessment tools e.g.: Pain Assessment scales; Patient Health Questionnaires; Glasgow Coma Scale; scales which measure activities of daily living; Waterlow Score, Height, weight, Nutritional Assessment. Definitions and categories of need |
| 2. Know how to lead assessments for care provision. | 2.1 Explain how to use person centred ways of working to support individuals to participate in the assessment process. 2.2 Explain how to undertake an assessment. 2.3 Explain when to use the referral process for individuals. |
● Assessment of risk; sharing of resources; sharing of knowledge; agreed outcomes and goals, reducing costs; meeting the needs of individuals accessing services. ● Expert Patient Programme; encouraging the client voice, advocacy requirements, translator/interpreter. Capacity. ● Referrals to other services/partnership working ● Importance of language used in assessments Collaborative working relationship ● The multidisciplinary context. ● Empowerment and anti-discriminatory practice ● Referral: practitioner involvement, areas of expertise, needs led, individual preference |
| 3. Know how to manage the outcomes of care assessments. | 3.1 Explain how to develop a care or support plan in collaboration with the individual. 3.2 Explain how to evaluate the effectiveness of the assessment process and outcomes. 3.3 Explain how to develop an action plan to address any changes following an assessment review. |
● Developing care plans/support plans to meet individual requirements. Meetings, encouragement of individual involvement to make choices and decisions about their care. Planned interventions need to provide positive outcomes. Action planning to address findings. Elements of a competent assessment; person centred; valid, reliable, culturally sensitive, avoidance of jargon, inclusive |
| 4. Be able to advise others about the role of assessment. | 4.1 Demonstrate how to formally instruct others about the assessment process.
4.2 Demonstrate ways in which to help ensure others understand the functions of assessment tools. 4.3 Assess staff understanding of the impact of assessments on individuals and their families. |
● Staff Instruction resources: e.g a supervision session, a handout, PowerPoint presentation, leaflet or any other medium appropriate to staff training and development.
● Assessment planning and review, how and when assessment is carried out, positive and negative impacts of assessment e.g. social dynamics; living arrangements; optimising independence, person centred ways of working, the use of effective communication, inclusion. ● Assessment of staff understanding of the impact of assessments on individuals and their families. |
Assignment Tasks
Task 1
Unit Learning Outcomes Covered
LO 1: Know about approaches used in the assessment process for care provision.
LO 2: Know how to lead assessments for care provision.
Task Assessment Criteria to be Covered
1.1; 1.2; 1.3; 2.1; 2.2; 2.3
Assignment Brief and Guidance
You are employed at Horizon, an adult social care setting. Due to a growing business, individuals with varying care and support requirements have been accepted. There is a lack of staff familiarity with some aspects of their care needs, so training regarding assessment methodologies is needed.
You are required to research information and guidance to inform staff, putting this together in a report for use in induction and training.
The information and guidance should include:
- An explanation of the purpose of different assessment models.
- A description of the purpose of assessment tools available to be used at Horizon.
- Analyse how partnership working can support the assessment process.
- Explain how to use person centred ways of working to support individuals to participate in the assessment process.
- How to undertake an assessment.
When to use the referral process for individuals.
You can refer to the SCIE website https://www.scie.org.uk/care-act-2014/assessment-and-eligibility/practice-examples/ for examples that have been taken direct from the frontline to support practitioners to carry out assessments.
Delivery and Submission
- The submission is in the form of an information and guidance report written in Word format.
- The recommended word limit is 1500 words excluding diagrams, references, and appendices.
Referencing
- You are expected to use relevant academic and reliable sources, and clearly reference these in your work.
- References should be added to the text and placed at the end in a references list, using Harvard Referencing style.
- You should complete a bibliography to support all evidence.
Task 2
Unit Learning Outcomes Covered
LO 3: Know how to manage the outcomes of care assessments.
LO 4: Be able to advise others about the role of assessment.
Task Assessment Criteria to be Covered
3.1; 3.2; 3.3; 4.1; 4.2; 4.3
Assignment Brief and Guidance
Your supervisor is preparing you to take on more responsibilities at work and wants you to prepare a staff briefing on how to manage the outcomes of care assessments and advise others about the role of assessment.
Prepare a staff briefing which includes:
- How to develop a care plan.
- How to evaluate the effectiveness of the assessment process and outcomes.
- How to develop an action plan to address any changes following an assessment review.
- Summary of an assessment process for staff to show they understand the impact of assessments on individuals and their families.
You can refer to the SCIE website https://www.scie.org.uk/care-act-2014/assessment-and-eligibility/practice-examples/ selection of examples that have been taken direct from the frontline to support practitioners to carry out assessments.
Delivery and Submission
- The submission is in the form of a staff briefing report written in Word format.
- The recommended word limit is 1500 words excluding diagrams, references, and appendices.
Referencing
- You are expected to use relevant academic and reliable sources, and clearly reference these in your work.
- References should be added to the text and placed at the end in a references list, using Harvard Referencing style.
- You should complete a bibliography to support all evidence.
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