Platform 2: Promoting Health and Preventing Ill Health
Spending time with Solomon enabled Alex to appreciate the significant health inequalities experienced by people with PMLD and the important role nurses play in promoting health, wellbeing and quality of life. He observed how proactive interventions, partnership working and early intervention can help prevent avoidable illness and improve long-term outcomes.
Alex learned that people with PMLD often experience complex health needs and are at increased risk of respiratory illness, epilepsy-related complications, poor nutrition, pain, postural difficulties and barriers to accessing healthcare services (DH, 2009; Mansell, 2010; LeDeR, 2025). He observed how nurses and other professionals worked collaboratively with Solomon, his family and support staff to promote health, prevent complications and support early intervention when concerns arose.
Demonstrating Platform 2 Proficiencies
Proficiency 2.1: Understand and apply the aims and principles of health promotion, protection and improvement
What Alex did
Alex explored the health inequalities experienced by people with PMLD and discussed the importance of promoting health and wellbeing throughout the lifespan. He observed how nurses worked proactively to support Solomon's physical health, emotional wellbeing and quality of life (DH, 2009; Mansell, 2010).
What this demonstrated
An understanding of the role of health promotion in reducing health inequalities and supporting people to achieve optimal health outcomes.
Proficiency 2.2: Demonstrate knowledge of factors that may influence health, wellbeing and health outcomes
What Alex did
Alex considered the impact of Solomon's PMLD, cerebral palsy, epilepsy and dysphagia on his overall health and wellbeing. He also explored the wider social and environmental factors that influenced Solomon's health, including family circumstances, housing and access to services (Mansell, 2010; LeDeR, 2025).
What this demonstrated
How wider determinants of health and the factors that contribute to health inequalities.
Proficiency 2.3: Demonstrate the ability to promote health and prevent ill health through evidence-based approaches
What Alex did
Alex observed how nurses and support staff implemented evidence-based interventions to reduce the risk of aspiration, respiratory infections and other preventable complications associated with Solomon's complex health needs. This included safe feeding practices, positioning, oral care and monitoring for changes in health status (Crawford, 2009; Hill and Goldsmith, 2009; Public Health England, 2018).
What this demonstrated
An understanding of preventative healthcare and the importance of evidence-based interventions in reducing avoidable harm.
Proficiency 2.4: Promote and support people's rights to make informed choices about their health and wellbeing
What Alex did
Alex observed how Solomon was supported to communicate preferences and choices using person-centred communication approaches. He recognised the importance of adapting communication methods to maximise participation and ensure Solomon remained at the centre of decisions affecting his life.
What this demonstrated
The importance of person-centred care and the importance of promoting choice, autonomy and inclusion.
Proficiency 2.5: Promote healthy behaviours and wellbeing using strengths-based approaches
What Alex did
Alex observed how support staff and healthcare professionals built upon Solomon's strengths, interests and preferences to support meaningful engagement, social inclusion and wellbeing. He recognised the importance of focusing on abilities and quality of life rather than limitations (DH, 2009).
What this demonstrated
The role of strengths-based practice and the importance of promoting wellbeing alongside physical health.
Proficiency 2.8: Identify and support people who are vulnerable to health inequalities and poor health outcomes
What Alex did
Alex explored national evidence relating to health inequalities experienced by people with learning disabilities, including increased rates of avoidable mortality and barriers to healthcare access (LeDeR, 2025; NHS England, 2018; Mansell, 2010). He considered the role of learning disability nurses in identifying and addressing these inequalities.
What this demonstrated
An understanding of the nurse's role in reducing health inequalities and advocating for equitable access to healthcare services.
Proficiency 2.9: Promote access to screening, health checks and preventative healthcare services
What Alex did
Alex learned about the importance of annual health checks, health action plans and proactive monitoring for people with learning disabilities. He observed how these approaches support early identification of health concerns and promote ongoing health and wellbeing (NHS England, 2018).
What this demonstrated
Recognising the importance of preventative healthcare and early intervention in improving health outcomes.
Proficiency 2.10: Use appropriate communication strategies to support health promotion and health education
What Alex did
Alex observed how information was adapted and communicated to Solomon and those involved in his care using person-centred approaches, communication passports and collaborative discussions with support staff and family members.
What this demonstrated
The need for accessible communication in promoting health, wellbeing and informed decision-making.
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