1. Unit 3: Individual Needs in Health and Social Care
3. Be able to plan to meet the health and wellbeing needs of an individual
Assessment 3
BTEC Level 2 First Health and Social Care – Unit 3: Individual Needs in Health and Social Care

2. My life: Plan for health
If you had to improve one thing about your health, what would it be?
How would you plan to make these changes?

3. 3. Be able to plan to meet the health and wellbeing needs of an individual
This section you will take part in:
Planning to meet the health and wellbeing needs of an individual
Producing a health plan
Topics discussed in this section:
Everyday and health needs
Assessing the needs
Planning

4. Key terms
Assessment– the on-going process of gathering, analysing and reflecting on evidence to make an informed decision
Confidential –information that should be kept secret. It has been entrusted only to the person to whom it has been communicated

5. Everyday and health needs
When producing a health plan think of:
PIES (including spiritual)
Consider health factors such as:
Diabetes
Asthma
Emphysema, etc.

6. Case study: Marie, Jonny and Colette
Marie-58 yrs old
Jonny- 19 yrs old
Colette-25 yrs old
Over the last few months she has noticed that she has put on weight. She used to weigh 53 kg but she now weighs 65 kg and feels very uncomfortable. Marie is certain that she needs to lose weight.
Marie’s son. He drinks too much and he knows it. On Fri & Sat, he goes with friends, comes home late and feels bad on Sun & Mon. He’s tried ecstasy a few times; great while it lasts, and easy to get hold of, but he’s worried he might get used to taking it. He is pretty sure now that he needs to drink less and keep away from ecstasy.
She has asthma and needs to have regular medication including an inhaler. She sometimes forgets to take it with her and recently was hospitalised after a severe asthma attack while she was out with friends. Colette knows that she must remember her medication.
53 kg= pounds = 8.3 stone; 65 kg = = 10.2 stone
These three individuals want to take control of their health; and they need a plan to do it. If you look at their age – what is their current life stage?

7. Choose one of these individuals
Marie
Jonny
Colette
Think about all the PIESS needs that would be met if they carried out their plans towards better health
Don’t forget, this is not just about physical health
Class discussion; discuss each person with the class – alternatively; divide the class into three groups, assign one of the individuals to each group and have the group create a mind-map showing how each area of PIESS needs would be met by improving their own health and wellbeing S P I E

8. Assessment of general health and wellbeing
Working with individuals to meet their health and wellbeing needs
In order to plan to improve an individual’s health, you need to assess what they think their needs are, so you can work together on the plan.

9. Assess their needs & work together
Ask simple questions about:
Their background
Lifestyle
Why do they want to make changes
Ask about:
Age – how old are they (life stage)
Preferences (for example, what kinds of exercise do they like, do they prefer morning or evening for a walk, etc.)
Remember: you are working in a position of trust
Involve the individual from the very beginning of the assessment; this empowers the individual in their own health plan!

10. Confidentiality
Service providers have lots of confidential information about service users
This must be safe guarded and kept secure
Data Protection Act 1998 protects people’s rights to confidentiality no matter how it may be stored
You must be careful not to breach any rules of confidentiality
Confidentiality is very serious and must be respected at all times

11. Confidentiality is important in health and social care
Consequence will be…
Service user might be…
Loss of trust
Lower self-esteem
Insecurity
Discrimination
Less likely to say how he or she really feels or share a problem
Likely to feel unvalued and as though they don’t matter
Feeling their property and personal safety is threatened
Treated differently by others
The risk of breaking confidentiality and the damage it causes the individual
If confidentiality and trust is broken; the consequences can be difficult to repair

12. Confidentiality: there are times….
It can be appropriate to breach confidentiality:
If service users are at risk
To themselves
To others
If they have broken or about to break the law
There may be times when it might be necessary to pass information on to an appropriate colleague or authority
If in doubt, always check with your manager/tutor

13. Assessment
Why are age and preferences important when you start to carry out an assessment?
Why is confidentiality important when you are collecting information from or about an individual?
Key words: Empowerment, person-centred approach, holistic

14. Assessing the needs
How to assess a person’s needs so that a plan can be drawn up to meet these needs

15. My life: How are you?
If you wanted to find out how healthy you are, what facts would you need to find out from your doctor?
If you wanted to find out about the health of a large sample of people, how would you do this?

16. Physical and physiological measurements
Physical: to do with the body. This includes measures such as height and weight
Physiological: to do with the normal functions of the body. This means measures such as blood pressure, pulse or cholesterol levels
Rate: a measure of something compared with something else, such as litres per second or beats per minute
Diagnose: to identify a medical condition

17. Aspects of health that can be measured
Measurable aspects of health
Peak flow
Blood glucose
Height/weight
Blood pressure
Hip/waist ratio
Cholesterol levels
Liver function
Resting pulse and recovery pulse rates after exercise
Temperature

18. Body Mass Index (BMI)
A measure of the amount of fat in your body in relations to your height
BMI formula:
People with BMIs between 19 – 22 appear to live the longest. BMI values are different for males and females.

19. BMIs for adults Adult Significance Less than 18.5 Underweight
Healthy weight
Overweight
30+
Obese

20. Peak flow
Measure of the maximum rate (the expiratory flow rate) in litres per minute, at which air is expelled from the lungs when breathed out as hard as possible
Blowing into it, lips sealed firmly round the mouthpiece, causes a pointer to move to a certain point; peak flow can then be read off the scale. Do this three times and take the highest reading
Most common reasons for recording peak flow:
Monitor asthma for medication effectiveness
Diagnose lung problems by comparing the actual reading to expected score chart based on age and gender

21. Peak flow chart of expected scores
Expected normal scores of peak flow based on:
Age
Gender
Good health

22. Blood pressure
Blood pressure: the pressure exerted by your blood against the walls of the arteries
Measured in millimetres of mercury as two numbers
Varies from person to person
Normal blood pressure at rest: 140/90
Top number: systolic pressure – maximum pressure in the arteries as the heart pumps blood out
Bottom number: diastolic pressure – the minimum blood pressure as the heart relaxes between beats
Blood provides all the organs in the body with the materials needed to stay healthy.

23. High blood pressure is called hypertension Can lead to stroke
Heart disease
Low blood pressure is called hypotension
Can lead to dizziness
Can indicate a more serious problem such as Parkinson’s disease
Low blood pressure is often normal for a particular person; in fact it can even lead to a prolonged life.

24. Pulse rate Pulse rate measures how strongly the heart is beating
Force of the heart pumping blood around the arteries causes a pulsing sensation
Measured as beats per minute
At rest a healthy pulse in a young adult is around 70 beats per minute

25. What is meant by assessing needs?
Name three ways of collecting information to put together a person’s personal history
Explain how to actually measure three different measures of health

26. The best laid plans
This topic looks at ways to put together a health plan
Key term: Targets – short and longer term challenges to help you meet your goal

27. My life: A good plan?
Think of something you have done that needed planning, such as going on a holiday with a friend, doing a project at school or revising for exams. How did you set about drawing up a plan?
What made your plan work well?
What made your plan work less well?

28. Planning: SMART targets
Specific –target must be clearly stated, such as lose one kilo in weight in one week or take a 30 minute walk twice a week-it is clear and cannot be misunderstood or used as an excuse
Measurable – it is too vague to say “eat more fruit”: an amount must be stated, so you can prove that you have met the target
Achievable –be possible to achieve the target; otherwise you might give up. Asking someone to give up smoking in a week or walk 3 miles each day for four days, may not be achievable
Realistic – must be able to do it. It is unrealistic to expect someone who is older and not very fit to run for 30 min a day
Time-related – there should be a deadline for reaching the target so progress can be assessed
When you are drawing up a plan to improve health and wellbeing, it is important to include targets, not only to motivate the person following the plan but also so progress made can be monitored. It is important that the plans includes short-term targets – this helps to work towards a longer term goal/target. By breaking down the path to your final goal into smaller steps (short-term targets) the task seems less daunting and there is no excuse not to start straight away.

29. Action plan Start by stating the problem to be tackled
Indicate what needs to be done to meet each target and by whom
Suggest alternatives; if things don’t work
Outline any resources needed to meet targets
Budget for the plan
Implement the plan
Monitor targets
The plan needs to be implemented or carried out. Targets need to be monitored. This could be by you, the person following the plan; for example, you could write down everything you eat and drink each day to look at any mistakes you are making with your diet. Alternatively, it could be monitored by a health practitioner or a support group.

30. Monitor and review Set SMART targets that can be monitored regularly
Amend plan if necessary to meet longer-term targets and goals
Review targets (may need to start over again)
Choose different targets to improve chances of success
Planning Cycle – the process of setting targets, reviewing them after a certain time, amending the plan with new targets, is called the planning cycle

31. A simple plan: The Planning Cycle
Set a SMART target and monitor regularly
GOAL
Review the Target
Amend the Target

32. The Planning Cycle Summary Mission or Target SMART targets
A more detailed cycle

33. Summary of the features of a plan
A statement outlining the health or wellbeing needs of the individual, based on an assessment of present health status through the use of physical measures of health and wellbeing
May include a summary of factors leading to these needs and the expected benefits
SMART targets (short and long term)
Strategies to meet targets with alternatives to overcome any obstacles
Regular monitoring and reviewing progress of targets
Strategies to maintain improvement in health and wellbeing

34. Features of a plan for health and wellbeing
Regular monitoring & reviewing
Individual person
SMART targets
Long-term
SMART targets
Short-term
Strategies to meet targets
Including alternatives
Statement of individual’s health and wellbeing needs
Assessment of present health status
Summary of factors and expected benefits
Strategies to maintain improvement to health and wellbeing
Use of physical measures
Outline the health & wellbeing needs of the individual based on an assessment

35. Sample Care plan for Ilsa Vinegars
Date
Need
Aim
Action
Evaluation
22/04
Ilsa has hearing loss and has new hearing aids. She needs to be able to communicate with those around her.
Ilsa to manage her own hearing aid including insertion, cleaning and checking batteries
Jasmin to show Ilsa how to put her hearing aids in effectively and keep them clean and check the battery.
By 26/06 Ilsa will be managing her hearing aid and will be able to take part in conversations, listen to the radio and watch television.
This care plan shows how Ilsa’s hearing can be improved by management of her new hearing aid

36. Meeting Individual Needs Models of support
Theories
Normalisation
Empowerment
Networking
The Care Planning Cycle
Health Care
Social Services
Activities of daily living
Assessment of Needs
Involvement of service users & carers
Resources available
Advocacy
Enablement is defined as ‘health and social care staff supporting people through promoting self help and health improvement and by encouraging them to be as independent as possible.’
PIESS – taking into account each aspect: physical, intellectual, emotional, spiritual and social
Holistic and person-centred approach to individual needs