TASK 1 SECTION A INTRODUCTION
There are many different ways to support individuals in the health and social care settings and
how to meet their needs professionally. Some of the key points to meet this mission is to ap
...
TASK 1 SECTION A INTRODUCTION
There are many different ways to support individuals in the health and social care settings and
how to meet their needs professionally. Some of the key points to meet this mission is to apply care
values, promote equality and diversity in the workplace, follow rules and regulations and to ensure
that their own choices and preferences are being adhered when planning for their care and treatment.
In this assignment, I will be discussing about what are the possible ways to meet individuals’ needs
and how are we (as healthcare professionals) going to ensure that equality and diversity are being
applied during the process. To better understand the topics, there are various case scenarios included
for each key points.
Case Scenario 1
Nusrat Patel is 19 years of age and has learning disabilities and epilepsy. She has recently left her residential
school and now lives full time with her mother. Nusrat’s mother has recently given up work to care for her, but
is finding this very stressful. Nusrat’s father died when she was five years old. Nusrat now attends the
community centre.
Staff and volunteers at the community centre are aware of Nusrat’s right to be involved in decisions about her
own care. However, as she has learning disabilities, it was decided to also involve Nusrat’s mother, as her main
carer.
Nusrat sometimes has difficulty in expressing her own needs, wants and wishes and the team has included an
advocate who has experience in working with individuals who have learning disabilities.
Nusrat has her own personal care plan at the centre, which has been formulated taking a person-centred
approach. The plan focuses on Nusrat’s abilities rather than her disabilities and is flexible to incorporate any
necessary changes.
The plan includes the designation of a named person Nusrat can come to if she has concerns. Nusrat becomes
frequently distressed and so the named person has completed a counselling training course, which incorporated
positive communication skills, in order to support her.
The planning process for Nusrat included graphical facilitation so that a circle of support, which includes
Nusrat, her mother and the named person, could be designed. Other individuals may be added as appropriate.
Nusrat enjoys dance and drama and has joined activities at the centre. The team who runs the activities has
produced Makaton sheets for any scripts or routines to be followed, so that Nusrat can fully participate in
activities and productions.
Nusrat’s epilepsy is not, currently, well controlled and it has been agreed that a volunteer will accompany
Nusrat to the bathroom to enable emergency action if this is needed. The volunteer is aware that she must be
discreet in order not to compromise Nusrat’s right to dignity.
With the agreement of Nusrat and her mother, the centre manager has arranged a meeting with Nusrat’s G.P. to
discuss improved management of Nusrat’s epilepsy. The G.P. has now referred Nusrat to a specialist nurse
practitioner, who is an expert in epilepsy.
Nusrat has a trusting nature and is likely to attach herself to anyone who appears friendly. This has raised
safeguarding concerns and so a list of ‘friends’ using photographs and Makaton symbols has been provided for
Nusrat, to support her independence, whilst contributing to her safety
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