Unit 306 Promoting and Implementing Personcentred Practice Assignment Brief 2026

Unit 306 Promoting and Implementing Personcentred Practice Assignment Brief

Learning Outcome

The learner will:

LO1 understand the application of person-centred practices in care settings/services

Assessment criteria

The learner can:

AC1.1 explain how to effectively build relationships with individuals

AC1.2 describe how person-centred values can be applied in a range of situations

AC1.3 describe how to use care plans and other resources to apply person-centred values and strength-based approaches

AC1.4 explain why person-centred values and strength-based approaches must influence all aspects of adult care work

AC1.5 describe how person-centred values and strength -based approaches must influence all aspects of adult care work

AC1.6 describe how to seek feedback to support the delivery of person-centred care in line with own roles and responsibilities

AC1.7 describe how the active participation of individuals and others in care planning, promotes person-centred values and strength-based approaches, to meet the holistic needs of an individual:
a. for the present
b. planning for their futures

AC1.8 describe how to support an individual to question or challenge decisions concerning them that are made by others

LO2 understand the importance of individuals’ relationships

Assessment criteria

The learner can:

AC2.1 describe the different relationships that are important to individuals, including intimate or sexual relationships

AC2.2 explain the impact of maintaining and building relationships on an individual’s wellbeing

AC2.3 outline how own role supports individuals to maintain and build relationships

LO3 be able to work in a person-centred way

Assessment criteria

The learner can:

AC3.1 demonstrate working with an individual and others to establish and understand an individual’s history, preferences, wishes, strengths and needs

AC3.2 demonstrate working with individual(s) to identify how they want to actively participate in their care and support, taking into account their history, preferences, wishes, strengths and needs

AC3.3 demonstrate being responsive to individuals’ changing needs or preferences, and adapting actions and approaches

AC3.4 demonstrate respect for individuals’ lifestyle, choices and relationships

AC3.5 promote understanding and application of active participation amongst others

Supporting Information

Evidence requirements

For LO1 and LO2, evidence can include assignment tasks, reflective accounts, questioning and professional discussion.

For LO3, evidence must include direct observation, which may be supported by witness testimony where applicable. Expert witness testimony may be permitted where observation by the assessor is inappropriate due to the work setting or a particular individual’s situation, this will need to be agreed by the EQA.

Please refer to the Assessment section of this Handbook for full details.

Unit Guidance

AC1.1, AC2.2, AC2.3: Relationships: learners should consider the range of relationships important to individuals they are supporting. Consideration should go beyond immediate family and next of kin, and may include partners/spouses, extended family, friends, pets, neighbours, people in the community and other professionals. Learners should consider intimacy, sexuality and sexual relationships

AC1.2, AC1.3, AC1.4: Person-centred values: including individuality, rights, choice, privacy, independence, dignity, respect, partnership

AC1.2: Situations: could include complex and sensitive situations for example being given bad news, bereavement, personal care

AC1.3: Use of care plans: a care plan may be known by other names e.g. support plan, individual plan

Other resources: these might include, but are not limited to:

• One-page profiles
• Advanced care plans
• Assessments from other organisations
• Information from other people important to the individual.

AC1.5: Strength-based approaches: also referred to as ‘asset-based approaches’. This approach focuses on individuals’ strengths, resources and what they can do themselves to keep well and maintain independenceAC1.7Planning for their futures: this might include, but is not limited to:

• Living arrangements
• Health and wellbeing
• Relationships
• Education or employment
• End of life care

Individual: a person accessing care and support. The individual, or individuals, will normally refer to the person or people that the learner is providing care and support for AC3.1 and AC3.5: Others, may include:

• Individuals accessing care and support services
• Carers, loved ones, family, friends of those accessing care and support services
• Colleagues and peers
• Managers and supervisors
• Professionals from other services
• Visitors to the work setting
• Members of the community
• Volunteers

AC3.1 and AC3.2: History, preferences, wishes, strengths and needs: these may be based on experiences, desires, values, beliefs or culture and may change over time

AC3.2: If learner is working with individuals who are not able to actively participate in their care and support, taking into account their history, preferences, wishes, strengths and needs due to profound disabilities/end of life/circumstances then the learner should reflect on how ways of working with individuals could support them to recognise their strengths and abilities to gain confidence to self-care.

AC3.3: Responsive: reacting quickly and positively

AC3.5: Active participation: a way of working that recognises an individual’s right to participate in the activities and relationships of everyday life as independently as possible; the individual is regarded as an active partner in their own care or support, rather than a passive recipient.

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