Platform 1: Being an Accountable Professional
Working alongside learning disability nurses, support workers and members of the multidisciplinary team gave Alex insight into the professional responsibilities associated with supporting people with PMLD. Through observing practice and reflecting on his experiences, he recognised the importance of accountability, advocacy, confidentiality and person-centred care in maintaining trust and protecting the rights of those receiving support.
Alex reviewed Solomon's communication passport, health action plan, risk assessments and person-centred care records to develop an understanding of his health needs, preferences and methods of communication. He observed how nurses worked in partnership with Solomon, his family and support staff to ensure decisions were made in his best interests while promoting choice, independence and dignity wherever possible (Mansell, 2010).
Alex also reflected on the importance of maintaining confidentiality, obtaining consent wherever possible, sharing information appropriately and working within the limits of his own competence. Through discussions with his practice supervisor, he explored the legal and ethical responsibilities associated with supporting people with complex health needs, including the importance of advocacy, safeguarding and recognising the potential impact of health inequalities experienced by people with learning disabilities (LeDeR, 2025; NHS England, 2018).
Demonstrating Platform 1 Proficiencies
Proficiency 1.1: Act in accordance with the Code
What Alex did
Alex demonstrated professional behaviour throughout the placement by treating Solomon with dignity and respect, maintaining confidentiality and recognising the importance of person-centred care. He reflected on how the principles of the NMC Code underpin all interactions with people who have PMLD and those involved in their care (NMC, 2018a).
What this demonstrated
The importance of professional accountability and the responsibility to practise in accordance with the Code.
Proficiency 1.2: Demonstrate the professional values, behaviours and nursing practice standards required to fulfil all registration requirements
What Alex did
Alex consistently behaved professionally during interactions with Solomon, his family, support staff and members of the multidisciplinary team. He prepared for visits, participated appropriately in discussions and demonstrated a willingness to learn from others (NMC, 2018b).
What this demonstrated
An understanding of the standards of conduct, behaviour and professionalism expected of a registered nurse.
Proficiency 1.5: Respect and uphold people's human rights
What Alex did
Alex observed how Solomon was supported to express preferences and participate in decisions about his daily life. He recognised the importance of reasonable adjustments, advocacy and person-centred approaches to ensure Solomon's rights, dignity and individuality were respected (Joint Committee on Human Rights, 2008; Mansell, 2010).
What this demonstrated
The value of human rights-based practice and the nurse's role in promoting equality, inclusion and person-centred care.
Proficiency 1.8: Act as an advocate for people, particularly those who are vulnerable or unable to express their own views
What Alex did
Alex explored the health inequalities experienced by people with PMLD, including barriers to accessing healthcare and the risks associated with diagnostic overshadowing. He discussed the role of the learning disability nurse in advocating for equitable access to services and appropriate healthcare interventions (LeDeR, 2025; NHS England, 2018).
What this demonstrated
The contribution of the advocacy role of nurses and the importance of protecting the interests of vulnerable individuals.
Proficiency 1.9: Demonstrate the principles of courage, transparency and integrity
What Alex did
Alex reflected on situations where concerns regarding Solomon's safety, wellbeing or quality of care may need to be escalated. He discussed with his practice supervisor the importance of speaking up when concerns arise and acting in the best interests of the person receiving care (NMC, 2018a).
What this demonstrated
An understanding of professional integrity, openness and the responsibility to challenge poor practice when required.
Proficiency 1.10: Demonstrate the professional duty of candour
What Alex did
Through discussions with his practice supervisor, Alex explored the duty of candour and the importance of honesty, openness and accountability when things go wrong in healthcare (NMC, 2018a).
What this demonstrated
Recognition of the nurse's responsibility to be open and transparent in maintaining public trust and confidence.
Proficiency 1.13: Recognise and work within the limits of personal competence
What Alex did
Alex recognised that the management of complex needs such as epilepsy, dysphagia and Percutaneous Endoscopic Gastrostomy (PEG) feeding required specialist knowledge and skills. He sought guidance from registered professionals and worked within the scope of his student role (NMC, 2018b).
What this demonstrated
The value of safe practice and the importance of recognising personal limitations while seeking appropriate supervision and support.
Proficiency 1.14: Be responsible and accountable for keeping knowledge and skills up to date
What Alex did
Alex reviewed relevant evidence, policies and guidance relating to learning disability nursing, health inequalities, epilepsy management, dysphagia and person-centred care to enhance his understanding of Solomon's needs (LeDeR, 2025; Mansell, 2010).
What this demonstrated
A commitment to lifelong learning and evidence-informed practice.
Proficiency 1.15: Demonstrate openness and honesty when things go wrong
What Alex did
Alex discussed how incidents, near misses and concerns relating to Solomon's care would be reported, documented and escalated in accordance with local policies and professional standards (NMC, 2018a).
What this demonstrated
The need for accountability, learning from incidents and the importance of maintaining safety and public confidence.
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