Lead Practitioner In Adult Care Level 4

Health & Social Care

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Overview of Role

The Lead Practitioner in Adult Care will guide and inspire team members to make positive differences to someone’s life when they are faced with physical, practical, social, emotional, psychological or intellectual challenges. They will have achieved a level of self-development to be recognised as a lead practitioner within the care team, contributing to, promoting and sustaining a values-based culture at an operational level.

A Lead Practitioner has a greater depth of knowledge and expertise of particular conditions being experienced by the user of services. They will have specialist skills and knowledge in their area of responsibilities which will allow them to lead in areas such as care needs assessment, occupational therapy, physiotherapy, rehabilitation and enablement, telecare and assistive technology.

They will be a coach and mentor to others and will have a role in assessing performance and quality of care delivery. Lead Practitioners in Adult Care may work in residential or nursing homes, domiciliary care, day centres, a person’s own home or some clinical healthcare settings. As well as covering Lead Practitioners in Adult Care this standard also covers Lead Personal Assistants who can work at this senior level but they may only work directly for one individual who needs support and/or care services, usually within their own home

For more information on the skills, knowledge and behaviours required to fulfil this role, please visit https://www.instituteforapprenticeships.org/apprenticeship-standards/lead-practitioner-in-adult-care/.

Entry Requirements

Undertake the Disclosure and Barring Service process and provide the result.

Duration

Typically 18 months.

Delivery

Apply professional judgement, standards and codes of practice relevant to the role:

  • Develop and sustain professional relationships with others
  • Identify and access specialist help required to carry out role
  • Lead the specialist assessment of social, physical, emotional and spiritual needs of individuals with cognitive, sensory and physical impairments
  • Mentor colleagues to encourage individuals to actively participate in the way their care and support is delivered
  • Contribute to the implementation of processes to implement and review support plans
  • Provide leadership and mentoring to others for whom they are responsible
  • Apply risk management policies
  • Contribute to the quality assurance of the service provided
  • Dignity and human rights
  • Implement a culture that actively promotes dignity and respects diversity and inclusion
  • Model high levels of empathy, understanding and compassion
    Communication
  • Model effective communication skills
  • Identify and address barriers to communication using appropriate resources
  • Apply organisational processes to record, maintain, store and share information
  • Provide meaningful information to support people to make informed choices

Safeguarding

Apply and support others to adhere to safeguarding procedures
Work in partnership with external agencies to respond to safeguarding concerns

Health and wellbeing

Apply person centred approaches to promote health and wellbeing
Collaborate with external partners to achieve best outcomes in health and wellbeing

Qualification

  • Level 4 Diploma in Adult Care
  • Apprentices without Level 2 English and maths will need to achieve this level prior to completion of their Apprenticeship
  • For those with an education, health and care plan or a legacy statement the apprenticeships English and maths minimum requirement is Entry Level 3 and British Sign Language qualification are an alternative to English qualifications for whom this is their primary language.

Assessment

  • Assessment method 1 – Observation of Practice
  • Assessment method 2 – Professional Discussion underpinned by a portfolio

Career Progression

  • Evaluate own practice and access identified development opportunities
  • Evaluate the effectiveness of own leadership, mentoring and supervision skills and take steps to enhance performance
  • Value individuals to develop effective teams in order to achieve best outcomes
  • Contribute to the development of an effective learning culture
  • Lead robust, values-based recruitment and selection processes
  • Contribute to the induction process by developing the knowledge of individuals within their role
  • Lead and support others in professional development through personal development plans, supervision, reflective practice, research, evidence based practice and access to learning and development opportunities

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