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This assignment will discuss person-centeredness and empowerment. The two principals have been selected, as they have been carefully documented and used in the workplace. These principles allowed personal vision for each individual and provided an accurate picture of the residents. Person-centeredness places a person as the center of care and decision-making. Empowerment is encouraging and allowing residents to have choices in all that they say and do.
During the placement person-centered planning was implemented by establishing a framework by encouraging people with disabilities, and those around them to develop a positive view of themselves and their lives. Key workers and staff were clear about their roles with space and time allocated to ensure the most favorable outcomes were met. Understanding the persons background, beliefs, and foundations represents an appropriate structure of the framework. The author used person-centeredness by smiling and introducing herself, listening to the resident, and respecting them. The author also ensured that the residents gained all the essential information that they needed to determine choices when shopping or when attending a spa day in the local hotel. The author also implemented person-centeredness when showering, explaining the use of the cream that was prescribed to them, how to use it, and how it would be beneficial to them and their skin. The author used a person-centeredness approach, when working towards facilitating and assisting people with disabilities, their families, and friends, allowing them to have the opportunity to say how they want to live their lives. Person-centeredness represents the importance of learning about one such individual, what’s important to them, what their likes and dislikes are, and what they desire from their own life (Ward, 1998). The author used service users personal preferences when selecting music for a birthday party. Person Centeredness was most significant in X house, as each individual was at the center of the care and the support which was on hand.
The key principles of person-centeredness were implemented by treating people with dignity and respect and supporting personal perspectives. Listening and working in partnership with all residents (Clark & Griffiths, 2008) Allowing all individuals to express choice and respecting the choices that they had made, allowed the residents to have control of what they wanted. It implemented the power of decision-making when activities and appointments were being made. Choice was promoted on a routine basis from the time they wished to get up, to how they liked to be showered; this was documented within their personal profiles and must be followed. The choice was once again implemented during snack and meal times, as the author had supported each individual into the kitchen and had perused the menu for lunch each day. She subsequently showed them food through the glass counter, which allowed residents to have a better look at what was more appealing and nicer looking to them. The author then allowed the residents to tell the chef what they wished to eat. The author ensured she had followed the correct guidelines for eating and drinking to ensure they would be fit to chew and swallow food. If Nutilis was to be added to hot or cold drinks she would use a measuring cup and one spoon of Nutilis to manage dysphasia, this was suited to their grade of the swallow. Throughout the placement persons that had been supported were treated as individuals, considering individual physical and cognitive needs, as their disabilities differ in many ways. When dressing and showering, doors were closed to allow person X to wash or dress. This promoted independence and privacy for all individuals.
A meeting that was held where staff, students, and persons of X and Y house gathered to talk about goals they had reached and recent ones they would like to achieve. The author ensured that goals were reached by facilitating residents with guidance and learning. The author believes that this was beneficial for the residents as creative learning had a positive and favorable outcome. Obtaining a view of their goals was valuable and rewarding. Person-centeredness allows each person with impairment to be regarded and acknowledged as an individual with unique possibilities and needs where all goals can be met. (Carnaby & Pawlyn, 2009).
Carnaby and Pawlyn (2009) promoted the importance of including the following principles when person-centered planning: Participation: that they have the opportunity to work and fully engage in community life. Appreciation and respect: Appreciation for the diversity in individual perspectives and lifestyles. Choice and control: Make their own choice and have control of that choice. Competence: the emphasis represents a person’s possibilities and desires and not on needs and limitations, it allows the individual to enjoy growth towards independence. Allowing these principles means meaningful support for people. Person-centeredness represents a process of life planning for individuals based on the principle’s inclusion and the social model of disability. When we look at personal care plans, we see that the individual is at the center of our care. Family members are partners and the multidisciplinary have a major role in supporting them.
John OBrien (1987) believed, that there are five accomplishments that are important to everyones quality of life: making choices about what they would like to wear, what they would like to eat, and do. Developing on own abilities in getting dressed, showering and learning, being treated with respect, and fulfilling a valuable social role with people around them. Watching friendships grow and sharing ordinary places through shopping, concerts, and other outdoor activities within the community (O’Brien, 1987). These accomplishments were achieved each day by the residents. Staff supported and encouraged residents with the development of their own abilities and choice.
Independence, rights, choice, respect, and partnership are values used to support person-centeredness in everyday life. It allows the person to decide what is most important to them and what is not. Person-centeredness places an individual at the center of care and decisions are made around them to support the care and choices they have made (Gates,2015). For the author to listen carefully to residents for what they want right now and, in the future, was important. As it brings about power to residences at the center of care and allows resources to be fitted to their needs. The decisions that were made were significant and achievable, in a way that correct healthcare support could be put in place.
The person-centeredness approach was positive, in life planning and mainstream living. It allows residents here in X house and throughout the facility to meet health services and support, on a one-to-one weekly basis. Having family members, friends, and a multidisciplinary team working collaboratively improves and promotes good health to individual needs. Person-centeredness is firmly on rights, independence, and choice. (Clark & Griffiths,2008) During practice placement, many activities, group work, and social inclusion were enjoyed by residents in X and Y houses. Shopping, hand massages, nail painting, sewing, and sensory were enjoyed by all. Each day residents would have the choice of the activities they would like to take part in. Each resident enjoyed doing exercises and if they needed support or guidance, the author was there to encourage them. This was beneficial for them and their general health and well-being, as the exercises carried out allowed movement of body parts and blood circulation. The author also encouraged and supported residents in exercises.
The assisted decision-making Act of 2005 establishes a brand-new system to support people to carry out decisions. This act means that a person’s capacity to make decisions will now by law be construed functionally meaning that the person must understand at the time a decision is being made and the nature and consequences of that decision. It asserts the fundamental right that capacity unless proven otherwise even if they have a diagnosis of a disability. It recognizes the principle of the best interest decisions and provides an independent support service. There are three types of decision-making capacity structures: Decision-Making Assistant, which is someone you rely on to support your understanding of information and choices. They help you make decisions but cannot make them for you. Co-Decision-Maker shares decision-making, you have to negotiate an agreement on the kind of decisions you wish to make together. Decision-Making Representative, If the court decides you cannot make decisions with help, they will listen to you and decide what your DMR is allowed to implement (Del Villar,2015)
Brandon (1995) believes that empowerment allows residents to manage what is right for them, allowing them to become stronger and more confident. Advocacy and empowerment allow residents in X house to have voices and choices in their own lives. Giving residents control, allows them to have an additional say. Providing them with the correct information in accessible formats, which was clear and understanding allows for their own empowerment to be implemented. Appointments to Dentists, Audiologists, and Physiotherapy were documented and written in personal profiles. This was also documented in their own daily diaries. The purpose of this document was to allow residents, family members, and staff members to have a clear understanding of the care that was in place. Empowerment allows each individual within X house to have the power to say what was right for them and time was allocated for a framework to be made because of their wishes.
While in nursing practice, the student nurse used empowerment to listen carefully to the residents, offering them the exact information on matters that arose and supporting the residents to comprehend the information she had provided to them. The author encouraged residents during exercises, showering, and dressing to build their confidence. She would compliment them each morning, on how they looked and supported them if they were scared in doing something, allowing them to know they are well capable of anything. Improving lifestyles, by promoting healthy outcomes and helping residents to discover their own personal strengths.
The government has developed a society on the following principles; inclusion, independence, and empowerment that emphasizes developing greater service user involvement (Heb-blethwaite,2004) Development of community houses, job opportunity, and day services have allowed society to become more socially aware of those who have learning disabilities. Through this, our community gains more knowledge and understands learning disabilities as it is currently more socially accepted. (Turnbull,2004) The author witnessed how the residents had used their own empowerment when going to see dentists and audiologists. Residents had questions about their own personal care before attending these healthcare facilities and had picked the day that would best suit them. On attendance to the dentist person, X had asked the dentist if she could have different mouthwash, as the mouthwash she was using was too strong for her, and didnt like its taste. Later that day, the author encouraged the resident to use the mouthwash that night and explained to her how to use it. The resident then had the power to allow health support to be put into place and if they were not truly unsatisfied, could ask for other methods of care and support that could be provided to them.
On another day, the author was helping residents gain information about community-based housing, describing the type of area they would be in with the use of pictures and helping them understand they could choose the type of room they could sleep in. The residents had the choice of allowing nursing staff within X house to support them in their new house in the community. This promoted residence independence and confidence when decision-making. When residents ask about community life, the author would listen carefully to them with the support of the staff nurse to answer any questions the residents had in relation to their new house.
Throughout the nursing practice placement, the author learned to develop these key principles and understand how much they help in the care and support of each individual. These principles reinforced effective support and accessibility to local services and positive experiences of personal life. Its framework allowed the personality of residents to shine through and allowed them a personal choice, decision-making, and individualized programs of treatment and care. Person-centeredness and empowerment were important factors within X house, building positive outcomes and the best care when working with each individual. The author believes that this placement has supported her appreciation of the importance of these principles. Through placement and guidance, she has the ability to be more confident in implementing these principles without shadowing the staff nurse. The author had equally observed these principles being used every day in the workplace and how they had benefited the residents and the care.
References
- Carnaby, S. and Pawlyn, J. (2009). Profound intellectual and multiple disabilities. Chichester, U.K.:
- Clark, L. and Griffiths, P. (2008). Learning disability and other intellectual impairments. Chich-ester: John Wiley & Sons.
- Department of Health (1997) The New NHS: Modern, Dependable. HMSO. London.
- Del Villar, K. (2015). Should Support Decision-Making Replace Substituted Decision-Making? The Convention on the Rights of Persons with Disabilities and coercive treatment under Queenslands Mental Health Act 2000. Laws, 4(2), pp.173-200.
- Gates, B., Fearns, D and Welch, J. (2015) Learning disability nursing at a glance. Hoboken, NJ: John Wiley and Sons.
- Hebblethwaite, S. (2004). An exploration of the experiences of community integration for older adults with mental health issues. Waterloo, Ont.: University of Waterloo.
- O’Brien, J, and OBrien, C. L (1987). My life: Creating a community where everyone belongs. Seattle.
- Ward, L. (1998). Innovations in advocacy and empowerment for people with intellectual disabilities. Chorley, Lancashire: Lisieux Hall.
- Quinn, F. and Hughes, S. (2000). Quinn’s principles and practice of nurse education. 4th ed. Tottenham London: Stanley Thornes. Blackwell.
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