Unit 308 Supporting Individuals with Their Health and Wellbeing Assignment Brief
| Qualification | City & Guilds Level 3 Diploma in Adult Care (England) (3096-31) 610/0789/4 |
| Unit number: | 308 |
| Unit Title | Supporting individuals with their health and wellbeing |
| Unit Level: | 3 |
| Unit credit value: | 3 |
| Assessment type: | Portfolio of evidence |
| Guided Learning Hours (GLH) | 22 |
| Aims: | This unit enables the learner to show their knowledge and understanding of the importance of health and wellbeing and the impact of these on individuals using services. The learner will show they are able to monitor an individual’s health and wellbeing, assess and respond to any changes and promote ways to improve an individual’s health and wellbeing. |
Learning Outcome
The learner will:
LO1 understand the importance of an individual’s wellbeing
Assessment criteria
The learner can:
AC1.1 evaluate how identity, self-image, and self-esteem can impact on an individual’s wellbeing
AC1.2 identify the factors that positively and negatively influence an individual’s wellbeing AC1.3 describe the range of services and resources available to support an individual’s wellbeing
AC1.4 describe how to access a range of services and resources
AC1.5 identify possible barriers to accessing services and resources available to support an individual’s wellbeing
AC1.6 evaluate how potential barriers for an individual to access services and resources could be overcome
AC1.7 explain how an individual’s wellbeing may affect their behaviours and relationships
Range
AC1.1 The evaluation must include definitions of the terms:
- Identity
- Self-image
- Self-esteem
LO2 know how to monitor individuals’ health
Assessment criteria
The learner can:
AC2.1 describe ways to engage individuals in monitoring their own health and wellbeing
AC2.2 identify the early indicators of physical health deterioration
AC2.3 identify the early indicators of mental health deterioration
AC2.4 explain how to escalate concerns about an individual’s health deterioration, and to whom
LO3 be able to assess and respond to changes in an individual’s health and wellbeing
Assessment criteria
The learner can:
AC3.1 engage individuals in understanding their health and wellbeing
AC3.2 involve individuals in monitoring their health and wellbeing
AC3.3 demonstrate the use of appropriate tools to monitor and report changes in health and wellbeing
AC3.4 demonstrate how to record observations of health and wellbeing
AC3.5 explain when and how to take appropriate action if an observation result is concerning
LO4 be able to promote individuals’ health and wellbeing
AC4.1 support individuals in a way that promotes their sense of identity, self-image, and selfesteem
AC4.2 demonstrate ways to contribute to an environment that promotes wellbeing
AC4.3 demonstrate a person-centred approach to working with individuals to improve health and wellbeing.
AC4.4 demonstrate approaches to working with others to improve an individual’s health and wellbeing
Supporting Information
Evidence Eequirements
For LO1 and LO2, evidence can include assignment tasks, reflective accounts, questioning and professional discussion.
For LO3 and LO4, 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.
AC3.2: Where a learner is unable to demonstrate involving individuals in monitoring their health and wellbeing due to the setting or the individual’s 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. Wherever possible the reflection should be based on real work situations. This should be agreed with the EQA.
Please refer to the Assessment section of this Handbook for full details.
Unit Guidance
| AC1.1, AC1.2, AC1.3, AC1.5 and AC1.6: | Individuals’ wellbeing: in this context, wellbeing refers to that of people accessing care and support services. Wellbeing is broad concept referring to a person’s quality of life. It considers health, happiness, and comfort. It may include aspects of social, emotional, cultural, spiritual, intellectual, economic, physical, and mental wellbeing |
| AC1.2 | Factors: factors affecting wellbeing will be different for different people. Learners should show consideration for environmental, physical, social, and psychological factors |
| AC1.3 and AC1.5: | Range of services and resources: learners should consider a range of services and resources available within their organisation and external to their organisation that could support individuals’ different wellbeing strengths and needs |
| AC2.3 | Early indicators: these may also be referred to as ‘soft signs’ of deterioration |
| AC2.4 | Learners must explain how to escalate concerns and who must be informed |
| AC3.3 | Appropriate tools: tools will vary depending on learner’s role and organisational practices. They may include, but not limited to: ‘Stop and Watch,’ RESTORE2, NEWS2, SBARD (Situation, Background, Assessment, Recommendation, Decision) as well as technological aids and physiological measurements |
| AC3.4 | Appropriate action: actions will vary depending on learners’ role and organisational practices, as well as the specific change in an individual’s wellbeing. Action may include referring to a colleague or another organisation |
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