• CHCAC317A - Support older people to maintain their independence

Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CHCAC317A Mapping and Delivery Guide
Support older people to maintain their independence

Version 1.0
Issue Date: November 2017


Qualification -
Unit of Competency CHCAC317A - Support older people to maintain their independence
Description This unit describes the knowledge and skills required by the worker to support the older person to maintain their independence with activities of living
Employability Skills This unit contains Employability Skills
Learning Outcomes and Application This unit applies to workers in the aged care sector, or those working with older people
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not Applicable
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities
Slides
PPT
Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Support the older person with their activities of living
  • Encourage older people to utilise support services where appropriate
  • Clearly explain the scope of the service to be provided to the older person and/or their advocate
  • Identify the needs of the older person from the service delivery plan and from consultation with a supervisor
  • Ensure visits and service delivery accommodate the older person's established routines and customs where possible
  • Perform work in a manner that acknowledges that the services are being provided in the client's own home
  • Provide services in a manner that enables the older person to direct the processes where appropriate
  • Provide support/assistance in accordance with organisation policy, protocols and procedures
  • Demonstrate appropriate use of equipment to support/assist the older person with activities of living within work role and responsibility
       
Element: Recognise and report changes in an older person's ability to undertake activities of living
  • Monitor the older person's activities and environment to identify increased need for support/assistance with activities of living
  • Report to a supervisor the older person's inability to undertake activities of living independently
  • Support/assist the older person to modify or adapt the environment or activity to facilitate independence
  • Seek aids and/or equipment to support/assist the older person undertake activities of living independently
       
Element: Support the older person to maintain an environment that maximises independence, safety and security
  • Encourage and support/assist the older person to maintain their environment
  • Provide support to promote security of the older person's environment
  • Adapt or modify the environment, in consultation with the older person, to maximise safety and comfort
  • Recognise hazards and address in accordance with organisation policy and protocols
       
Element: Support the older person who is experiencing loss and grief
  • Recognise signs that older person is experiencing grief and report to appropriate person
  • Use appropriate communication strategies when older person is expressing their fears and other emotions associated with loss and grief
  • Provide older person and/or their support network with information regarding relevant support services as required
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions

It is recommended that assessment or information for assessment will be conducted or gathered over a period of time and cover the normal range of workplace situations and settings

Where, for reasons of safety, space, or access to equipment and resources, assessment takes place away from the workplace, the assessment environment should represent workplace conditions as closely as possible

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Resources required for assessment include access to:

appropriate workplace where assessment can take place

relevant organisation policy, protocols and procedures

equipment and resources normally used in the workplace

Method of assessment may include:

Observation in the workplace

Written assignments/projects

Case study and scenario analysis

Questioning

Role play simulation


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

Relevant policies, protocols and practices of the organisation in relation to Unit Descriptor and work role

The importance of community engagement and the ability to undertake instrumental activities of living for older people

Principles and practices of confidentiality and privacy

Principles and practices associated with providing services in a client's own living environment

Strategies for supporting/assisting an older person to undertake instrumental activities of living independently

Services and aids available to support independence with instrumental activities of living

Referral mechanisms

Safety and security risks associated with ageing

Hazards in an older person's environment

Strategies for minimising hazards in older person's environments

Stages of loss and grief and impact of ageing on person's experiences of loss and grief

Essential skills:

It is critical that the candidate demonstrate the ability to:

Apply demonstrated understanding of own work role and responsibilities

Follow organisation policies and protocols

Liaise and report appropriately to supervisor

Adhere to own work role and responsibilities

Monitor older people's ability to undertake instrumental activities of living and providing support/assistance in accordance with service delivery plans

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Accommodate older people's established routines and customs and right to direct service delivery processes

Apply reading and writing skills required to fulfil work role in a safe manner and as specified by the organisation/service:

this requires a level of skill that enables the worker to follow work-related instructions and directions and the ability to seek clarification and comments from supervisors, clients and colleagues

industry work roles will require workers to possess a literacy level that will enable them to interpret international safety signs, read client's service delivery plans, make notations in clients records and complete workplace forms and records

Apply oral communication skills required to fulfil work role in a safe manner and as specified by the organisation:

this requires a level of skill that enables the worker to follow work-related instructions and directions and the ability to seek clarification and comments from supervisors, clients and colleagues

industry work roles will require workers to possess oral communication skills that will enable them to ask questions, clarify understanding, recognise and interpret non-verbal cues, provide information and express encouragement

Apply numeracy skills required to fulfil work role in a safe manner and as specified by the organisation:

industry work roles will require workers to be able to perform basic mathematical functions, such as addition and subtraction up to three digit numbers and multiplication and division of single and double digit numbers

Apply basic problem solving skills to resolve problems of limited difficulty within organisation protocols

Work effectively with clients, social networks, colleagues and supervisors

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Older people may include:

Individuals living in residential aged care environments

Individuals living in the community

Contexts may include:

The older person's own dwelling

Independent living accommodation

Residential aged care facilities

Activities of living may include:

Home maintenance

Garden maintenance

Transport and attendance at appointments and social and recreational activities

Domestic cleaning

Domestic laundry

Meal preparation

Shopping

Attendance to financial matters and personal correspondence

Pet care

Report may be and include:

Verbal:

telephone

face-to-face

Non-verbal (written):

progress reports

case notes

incident reports

Aids and/or equipment may include:

Domestic appliances utilised for cleaning, laundering and meal preparation

Gardening equipment

Personal and security alarms

Mobility devices

Hazards may include:

Poor or inappropriate lighting

Slippery or uneven floor surfaces

Physical obstructions (e.g. furniture and equipment)

Poor home and domestic appliance maintenance

Inadequate heating and cooling devices

Inappropriate footwear and clothing

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Encourage older people to utilise support services where appropriate 
Clearly explain the scope of the service to be provided to the older person and/or their advocate 
Identify the needs of the older person from the service delivery plan and from consultation with a supervisor 
Ensure visits and service delivery accommodate the older person's established routines and customs where possible 
Perform work in a manner that acknowledges that the services are being provided in the client's own home 
Provide services in a manner that enables the older person to direct the processes where appropriate 
Provide support/assistance in accordance with organisation policy, protocols and procedures 
Demonstrate appropriate use of equipment to support/assist the older person with activities of living within work role and responsibility 
Monitor the older person's activities and environment to identify increased need for support/assistance with activities of living 
Report to a supervisor the older person's inability to undertake activities of living independently 
Support/assist the older person to modify or adapt the environment or activity to facilitate independence 
Seek aids and/or equipment to support/assist the older person undertake activities of living independently 
Encourage and support/assist the older person to maintain their environment 
Provide support to promote security of the older person's environment 
Adapt or modify the environment, in consultation with the older person, to maximise safety and comfort 
Recognise hazards and address in accordance with organisation policy and protocols 
Recognise signs that older person is experiencing grief and report to appropriate person 
Use appropriate communication strategies when older person is expressing their fears and other emotions associated with loss and grief 
Provide older person and/or their support network with information regarding relevant support services as required 

Forms

Assessment Cover Sheet

CHCAC317A - Support older people to maintain their independence
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

CHCAC317A - Support older people to maintain their independence

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: