1.2 How theoretical models are applied to practice

This guide will help you answer the Level 5 Diploma in Leadership Management for Adult Care 1.2 How theoretical models are applied to practice.

As a registered manager in adult care, understanding how to apply theoretical models to practice is important. This knowledge enhances the quality of care, improves outcomes, and ensures compliance with regulatory standards. Let’s dive into how you can translate these theories into practical applications in your daily work.

Awareness of Theoretical Models

What are Theoretical Models?

Theoretical models are frameworks or systems of thought that provide a systematic way of understanding, predicting, and managing various aspects of care. They offer explanations and predictions about behaviours, processes, and events.

The Need for Theoretical Models

Theoretical models underpin best practice in adult care. They help:

• Inform decision-making.
• Guide the development of care plans.
• Strengthen communication among care teams.
• Ensure consistency in delivering care.
• Enhance professional development.

Key Theoretical Models in Adult Care

Person-Centred Care

The Person-Centred Care model focuses on the individual’s needs, preferences, and values. It emphasises treating people with dignity and respect and involving them in all aspects of their care.

Application in Practice

• Assessment and Care Planning: Tailor care plans to the unique needs and preferences of each individual. Regularly review and adjust these plans.
• Engagement: Actively involve individuals in decision-making about their care. Use techniques like ‘life story work’ to understand their background.
• Communication: Foster open, empathetic communication. Use appropriate methods for individuals with communication difficulties, such as Makaton or Picture Exchange Communication System (PECS).

Maslow’s Hierarchy of Needs

Maslow’s Hierarchy of Needs is a motivational theory comprising five levels: physiological, safety, love/belonging, esteem, and self-actualisation.

Application in Practice

• Physiological Needs: Ensure basic needs like food, warmth, and hygiene are consistently met.
• Safety Needs: Create a safe and secure environment. Conduct regular risk assessments and address any hazards promptly.
• Belongingness and Love Needs: Encourage social interactions and facilitate family visits. Organise group activities to build a sense of community.
• Esteem Needs: Recognise and celebrate individual achievements. Empower clients by giving them responsibilities within their capabilities.
• Self-Actualisation: Provide opportunities for personal growth and fulfilment. Support hobbies, education, or volunteering.

Social Learning Theory

Social Learning Theory, proposed by Bandura, suggests that people learn from one another, via observation, imitation, and modelling.

Application in Practice

• Role Modelling: Lead by example. Demonstrate positive behaviours and best practices for your team to emulate.
• Training and Development: Use mentoring and peer observations as part of professional development. Encourage staff to observe and learn from skilled colleagues.
• Promoting Positive Behaviour: Support clients to develop social skills by facilitating group activities where they can observe and practice positive interactions.

Attachment Theory

Attachment Theory, developed by Bowlby, features the importance of early relationships and their impact on later behaviours and emotional well-being.

Application in Practice

• Building Trust: Foster trusting relationships with clients through consistent, dependable interactions.
• Emotional Support: Provide stability and emotional support, especially for those with a history of disrupted attachments.
• Caregiver Consistency: Minimise staff turnover to ensure continuity of care and build strong, secure relationships with clients.

Implementing Theoretical Models

Staff Training and Development

Ensure all staff understand the relevant theories and their practical applications. Provide regular training sessions that cover both the theoretical background and practical implementation strategies.

Policy and Procedure Development

Develop and update policies and procedures that reflect the incorporation of theoretical models. For example, your care planning process should clearly document how person-centred approaches are used.

Supervision and Appraisal

Use supervision sessions to discuss how staff apply theoretical models in their practice. Provide constructive feedback and identify areas for improvement. Incorporate theory into performance appraisals to ensure ongoing competency.

Reflective Practice

Encourage a culture of reflective practice. Staff should regularly reflect on their work, considering how theoretical models inform their actions and decisions. Use tools like reflective journals or group reflection sessions.

Quality Assurance

Incorporate theoretical models into your quality assurance processes. For example, during audits or inspections, check how well care plans align with person-centred principles. Use feedback to make continuous improvements.

Issues and Potential Solutions

Resistance to Change

Staff might resist changes based on new theoretical models. Overcome this by involving them in the process from the start. Explain the benefits and provide clear, practical examples of improved outcomes.

Consistency Across Teams

Ensuring consistent application of theoretical models across all teams can be challenging. Standardise practices through clear guidelines and regular team meetings. Use supervision to reinforce consistency.

Measuring Outcomes

It can be difficult to measure the impact of theoretical models on outcomes. Develop clear, measurable indicators that reflect the goals of each model. For example, track client satisfaction levels to gauge the success of person-centred approaches.

Example answers for unit 1.2 How theoretical models are applied to practice

Example 1: Person-Centred Care

As a registered manager, I prioritise the principles of person-centred care in our daily operations. We structure our care plans to reflect each individual’s preferences, needs, and values. For instance, one of our clients, Mrs. Smith, has a strong preference for outdoor activities. We tailor her care plan to include daily walks in the garden, weather permitting, and provide opportunities for her to participate in gardening activities, which she loves. This approach ensures that she feels valued and respected, enhancing her overall well-being.

We also involve residents in decision-making processes related to their care. During our monthly residents’ meetings, we actively seek their input on activities, menu choices, and other aspects of daily life. We use tools like ‘life story work’ to gather detailed information about each person’s history, preferences, and experiences to inform our care practices.

Example 2: Maslow’s Hierarchy of Needs

I apply Maslow’s Hierarchy of Needs to ensure that all aspects of residents’ well-being are addressed comprehensively. At the physiological level, we conduct regular reviews to ensure that every resident’s basic needs—such as nutrition, hydration, warmth, and personal hygiene—are met consistently.

To address safety needs, we carry out thorough and regular risk assessments in the living environment. I instruct staff to implement safety measures like non-slip flooring and handrails and ensure that emergency protocols are clear and practiced regularly.

For belongingness and esteem, I encourage social interactions by organising group activities that promote a sense of community. We celebrate residents’ birthdays and personal achievements to enhance their self-esteem. For example, Mr. Thomas, a retired teacher, enjoys leading a weekly poetry reading session, which boosts his self-esteem and sense of belonging.

Example 3: Social Learning Theory

In applying Social Learning Theory, I model positive behaviours and best practices for my staff. I ensure that new staff undergo a robust induction programme, where they work closely with experienced team members who demonstrate effective care techniques and positive interactions with residents.

To promote continuous learning and development, I encourage staff to participate in mentoring programmes where they can observe and learn from more experienced colleagues. For instance, by observing a senior carer who effectively manages challenging behaviours, a new staff member can learn and adopt these strategies into their practice.

Also, to enhance positive behaviour among residents, I facilitate group activities such as games or shared meals where they can observe and learn from each other’s social behaviours. This approach helps to foster a positive and supportive community atmosphere.

Example 4: Attachment Theory

Applying Attachment Theory, I focus on fostering secure and trusting relationships between staff and residents. We prioritise consistency in caregiving to establish strong, stable attachments. For instance, each resident is assigned a key worker who becomes their primary point of contact. This consistency helps build trust and provides emotional security.

We place emphasis on emotional support, recognising the impact of past experiences on current behaviours. For a resident with a history of disrupted attachments, like Mrs. Greene, I provide additional emotional support through regular one-on-one sessions, where trust and rapport can be built over time.

To maintain continuity and minimise disruptions, I make scheduling decisions that reduce staff turnover or changes in caregivers. This stable environment is important for fostering secure attachments and promoting emotional well-being.

Example 5: Implementing Theoretical Models in Policies and Procedures

To ensure our policies and procedures reflect theoretical models, I regularly update them to align with best practice frameworks. For example, our care planning policy incorporates the principles of person-centred care, insisting that all care plans be co-created with input from residents and their families.

During staff inductions and training sessions, I emphasise the importance of these theoretical models. We use real-life scenarios and case studies to illustrate the practical application of these theories. Staff undergo regular training updates to keep these principles at the forefront of their practice.

In supervision sessions, I discuss with staff how they apply these models in their daily work. For example, we might review a care plan together to ensure it meets the person’s hierarchy of needs, from basic physiological requirements to self-actualisation opportunities.

Example 6: Quality Assurance and Reflective Practice

I incorporate theoretical models into our quality assurance processes to ensure high standards of care. During audits, I evaluate how well care plans and daily practices reflect person-centred care and other theoretical frameworks. We use resident feedback and satisfaction surveys to measure outcomes and identify areas for improvement.

To reinforce the application of theoretical models, I encourage a culture of reflective practice. Staff participate in regular reflective sessions where they discuss their experiences and consider how theoretical models inform their actions. For instance, after a difficult shift, a staff member might reflect on how Social Learning Theory could help them better manage challenging behaviours in future interactions.

By fostering continuous reflection and using feedback from quality assurance activities, we continually improve our practices and ensure they align with established theoretical models. This ongoing process helps us maintain high standards of care and supports the professional development of our team.

Final Thoughts

Applying theoretical models to practice is essential for delivering high-quality adult care. As a registered manager, you play a key role in ensuring these theories inform every aspect of your service. By training your staff, developing robust policies, and fostering a culture of reflective practice, you can embed these models into your organisation’s daily operations. This not only improves care outcomes but also enhances the professional development of your team.

Remember, the ultimate goal is to improve the lives of those you care for by delivering compassionate, informed, and effective care.