CHCAGE011: Provide Support to People Living with Dementia

Assessment Task 2: Portfolio of Evidence

Part 1 – Sunflower

Select 2 people living with dementia and complete the Sunflower with them and their family/other. You will find below a complete example Sunflower for Frank and further instructions to assist you in completing your own Sunflower. The Sunflower Communication Tool template can be located in your workbook from page 8 or alternatively.

• You must complete the Sunflower for 2 people living with dementia, one for each person.
• Consult with the person in the workplace. Consult 2 people living with dementia and ask their consent to participate. Do not undertake this activity with a person who does not provide consent. 
• Consult relevant Care/Support plans. 
• Consult with the family/friends/others of the person. 
• Read the Guide to completion to become familiar with the information you would like to collect about the person. 
• Use verbal and non-verbal communication skills to maximise engagement. 
• Ask the person living with dementia the questions on the flower’s petals- ensure you add something to every petal. 
• Fill in their answers on the sunflower picture. The flower centre identifies the person’s name or what they like to be called, and the petals collect important individualised information about that person
• Answer the other questions as outlined in the assessment.

Part 2 – Engagement plan

Use the information you have gathered from completing the Sunflower activity for 2 people living with dementia, information gathered from their care plan and also family/friends/other, and complete 2 Domains of wellbeing in the Engagement plan. All questions must be answered correctly for a satisfactory result.

• List the persons remaining strengths and abilities. 
• List the persons existing interests. 
• Choose the 2 most important domains of wellbeing for the person based on their strengths, abilities, interests and the information from the Sunflower activity. Include the person. 
• List one NEW activity that the person could engage with to improve their quality of life for the 2 domains you have chosen. 
• Answer the other questions as outlined in the assessment.

Questions

1. Using the information gathered from the Sunflower activity in part 1, complete the engagement plan by identifying the top two most important domains of wellbeing for the person. Include the person in this step to ensure the activities would be of interest and relevant.

2. Write a short paragraph explaining why the two domains you chose are important and relevant to the person.

3. List two assistive technologies you can use to support the person to engage in the activities and explain how.

4. Imagine that the person’s dementia has progressed, and they now require more assistance. How can you adapt one activity from your engagement plan to support the person to continue to engage.

5. How will you set up a personalised, familiar, and supportive environment for the person?

6. Complete the Sunflower template from page 8 onwards by consulting with the person living with dementia and their family/support person, ensuring every petal is completed.

7. Review the person’s care plans (plans containing information about the person’s preferences, likes and dislikes, interests, routines, history, sensory and other needs). Based on the information in the person’s care plans, identify two pieces of information that will help you better support the person. 

Assessment Summary and Approach

This assessment, Task 2: Portfolio of Evidence, focuses on understanding and supporting people living with dementia through the completion of the Sunflower Communication Tool and the development of a Personalised Engagement Plan. The task is divided into two main parts:

Key elements to be covered include:

• Consultation and consent process.
• Person-centred data collection using Sunflower Tool.
• Identification of wellbeing domains.
• Development of new engagement activities.
• Use of assistive technologies and adaptive support methods.
• Review of care plans and reflection on how collected information enhances support.

Mentor’s Step-by-Step Guidance and Process

The academic mentor guided the student through a structured, reflective, and evidence-based approach to complete each part of the assessment successfully.

1. Understanding the Assessment Purpose:

   The mentor first explained the importance of the Sunflower Tool as a communication and empathy-building framework that helps care workers view individuals beyond their dementia diagnosis — focusing instead on personal identity, life experiences, and emotional needs.

2. Preparation and Ethical Considerations:

   The student was guided to select two individuals who provided informed consent and were comfortable sharing personal details. The mentor emphasized confidentiality, ethical engagement, and sensitivity during interactions.

3. Conducting Consultations (Part 1):

   The mentor encouraged active use of verbal and non-verbal communication techniques to build trust and comfort during the data collection process. The student was guided to engage family members or caregivers for deeper insights where memory gaps existed. The mentor also reviewed sample Sunflower templates to help the student understand how to fill each section meaningfully.

4. Developing the Engagement Plan (Part 2):

   Once the Sunflower activities were complete, the mentor assisted the student in analyzing collected data to identify recurring themes — such as interests, preferences, and emotional needs. The student was then guided to map these findings to relevant domains of wellbeing (e.g., identity, inclusion, comfort, occupation).

5. Integrating Assistive Technology and Environmental Adaptation:

   The student was introduced to examples like digital memory aids, communication boards, and sensory tools. The mentor explained how such supports can foster autonomy and engagement even as dementia progresses.

6. Reviewing and Linking to Care Plans:

   The mentor showed how existing care plans can provide essential insights about routines, preferences, and behavioural triggers. This helped the student create more personalized engagement strategies aligned with established support structures.

7. Final Reflection and Learning Integration:

   The mentor encouraged the student to reflect on how the process enhanced their understanding of person-centred care, communication strategies, and ethical responsibility in dementia support.

Outcome and Learning Achievements

By the end of the assessment, the student successfully:

• Completed two comprehensive Sunflower profiles and two engagement plans.
• Demonstrated effective communication and empathy while engaging with individuals living with dementia.
• Applied theoretical knowledge of person-centred and strength-based approaches in practical settings.
• Showed the ability to design tailored, wellbeing-focused activities supported by assistive technologies.
• Met key learning outcomes related to CHCAGE011 – Provide Support to People Living with Dementia, including promoting dignity, fostering engagement, and applying individualised care principles.

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