Platform 3: Assessing Needs and Planning Care
Getting to know Solomon highlighted the importance of holistic assessment in understanding the needs of people with PMLD. Alex observed how information gathered from the individual, family members, support staff and multidisciplinary team informed person-centred care planning and supported decision-making.
Alex learned that effective care planning begins with understanding the person. He reviewed Solomon's communication passport, health action plan, epilepsy management plan and risk assessments and observed how information from a range of professionals contributed to a comprehensive picture of Solomon's needs. He recognised the importance of involving Solomon, his family and those who knew him well when assessing needs and planning care (Mansell, 2010).
Demonstrating Platform 3 Proficiencies
Proficiency 3.1: Demonstrate effective communication and relationship management skills when assessing needs and planning care
What Alex did
Alex observed how nurses and support staff used verbal and non-verbal communication approaches, communication passports and knowledge of Solomon's individual preferences to understand his needs and wishes. He used these approaches when interacting with Solomon and building a therapeutic relationship (Nind, 2009).
What this demonstrated
An understanding of the importance of communication in developing accurate assessments and person-centred care plans.
Proficiency 3.2: Work in partnership with people, families and carers to assess, plan and review care
What Alex did
Alex observed how Solomon's family, support staff and members of the multidisciplinary team contributed to assessments and care planning. He recognised the importance of family knowledge and lived experience in understanding Solomon's needs and preferences (DH, 2008; Mansell, 2010).
What this demonstrated
The importance of partnership working and collaborative approaches to assessment and care planning.
Proficiency 3.3: Demonstrate knowledge of assessment processes and the factors that influence assessment and decision making
What Alex did
Alex explored the range of assessments used to support Solomon, including assessments relating to communication, nutrition, mobility, epilepsy management and dysphagia. He considered how physical, psychological, social and environmental factors influence health outcomes and care decisions (Crawford, 2009; Hill and Goldsmith, 2009).
What this demonstrated
The value of holistic assessment and clinical decision-making.
Proficiency 3.4: Undertake and contribute to comprehensive assessments using appropriate frameworks and evidence-based approaches
What Alex did
Alex reviewed person-centred documentation including communication passports, risk assessments, health action plans and transition plans. He observed how information from multiple assessments was used to develop a coordinated plan of care (NICE, 2016a; NICE, 2016b).
What this demonstrated
The role of structured assessment processes in identifying needs and planning care.
Proficiency 3.5: Recognise and respond to changing health and care needs
What Alex did
Alex learned how staff monitored Solomon for signs of deterioration, including changes in respiratory status, seizure activity, nutritional intake, skin integrity and overall wellbeing. He discussed how concerns would be escalated and reviewed by appropriate professionals (LeDeR, 2025).
What this demonstrated
The importance of ongoing assessment and early recognition of deterioration.
Proficiency 3.6: Use evidence-based assessment tools and approaches
What Alex did
Alex explored the range of specialist assessment tools used within learning disability services, including communication passports, health action plans and person-centred risk assessments. He recognised the importance of using evidence-based approaches to identify needs and support decision-making (Mansell, 2010).
What this demonstrated
An understanding of how structured assessment tools contribute to safe and effective care.
Proficiency 3.7: Assess and plan care that is person-centred and strengths-based
What Alex did
Alex identified Solomon's strengths, interests and preferences through discussions with support staff and by observing his daily activities. He recognised that assessment should focus not only on needs and risks but also on quality of life, relationships, communication and participation (DH, 2009; Nind, 2009).
What this demonstrated
The value of strengths-based, person-centred approaches to care planning.
Proficiency 3.8: Contribute to the development of person-centred care plans
What Alex did
Alex observed how assessment findings informed care plans relating to nutrition, communication, mobility, epilepsy management and social participation. He discussed how care plans were regularly reviewed and updated to reflect Solomon's changing needs.
What this demonstrated
How the relationship between assessment, planning and the delivery of safe, effective and person-centred care contributes to improved outcomes for people with PMLD.
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