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

CHCRCP403A Mapping and Delivery Guide
Support carers to access information and services

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CHCRCP403A - Support carers to access information and services
Description This unit of competency describes the skills and knowledge required to provide support to carers by facilitating access to information, respite care and other support services appropriate to their individual needs and circumstances, and those of the care recipient.
Employability Skills This unit contains Employability Skills.
Learning Outcomes and Application This unit would be applied where workers provide support to carers, care recipients and their families across a range of service types and settings.
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: Work with the carer to identify strategies/resources to meet their needs
  • Establish a rapport with the carer through an open, empathic and confident manner
  • Explain privacy and confidentiality principles, practices and procedures
  • Assist the carer to identify possible services and supports to address identified needs
  • Identify barriersto the provision of services
  • Assess the carer’s eligibility to access available services
  • Recognise the complex circumstances of people in accessing support services
  • Recognise the key factors in risks to the care relationship continuing and respond according to organisation guidelines
  • Recognise and respond to carers or care recipients who are reluctant to accessrespite or other support services
  • Recognise and respect the carer’s and care recipient’s right to self-determination within legal parameters
       
Element: Work with the carer to develop a supportplan to meet their own needs and those of the care recipient
  • Support the carer’s strengths and abilities as well as addressing their needs in the planning process
  • Support the carer to make informed decisions to prioritise their identified needs
  • Select from the available range of options and devise strategies to address the carer’s identified needs and achieve their goals
  • Document agreed support plan according to organisation guidelines
       
Element: Work with the carer to implement the support plan
  • Address need for support/services in order of priority
  • Work with other professionals and organisations to implement support plan
  • With the carer’s consent arrange for, or refer the carer and/or care recipient to, other service providers according to organisation and funding guidelines
  • Where available use the allocated budget to meet the carer’s needs according to relevant guidelines and delegation
       
Element: Review the effectiveness of the support plan
  • Undertake a reassessment of the carer’s needs in response to changes in the carer or care recipient’s situation
  • Re-prioritise the carer’s needs based on the reassessment
  • Review the support plan
       


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 is best assessed in the workplace or in a realistic simulated workplace setting under the normal range of workplace conditions

Consistency of performance should be demonstrated over the required range of situations relevant to the workplace

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 CALD environments

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 essential for assessment include:

WHS guidelines

relevant organisation and legislative guidelines, standards and procedures

Method of assessment:

In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on ‘What if?’ scenarios

Assessment of this unit of competency will usually include observation of processes and procedures, oral and/or written questioning on essential knowledge and skills and consideration of required attitudes

Where performance is not directly observed and/or is required to be demonstrated over a ‘period of time’ and/or in a ‘number of locations’, any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

Related units:

This unit should be assessed in conjunction with the following related unit:

CHCRCP402A Conduct assessment of carer’s needs

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 perform task skills; task management skills; contingency management skills and job/role environment skills as outlined in elements and performance criteria of this unit

These include knowledge of:

Availability of, and eligibility requirements for, current government funded programs

Awareness of unique issues for carers with special needs including those from Aboriginal and Torres Strait Islander and culturally and linguistically diverse backgrounds

Basic understanding of relevant guidelines and legislation

Current information on range of support services/networks available to carers and care recipients

OHS policies and procedures related to the provision of respite care

Procedures for facilitating referrals and emergency interventions

Procedures for, and limitations to, negotiating services from other service providers for carers

Specific knowledge of the local community

Specific issues for carers when caring for care recipients with complex needs including:

chronic health problems

health problems relevant to specific disabilities

health problems with older people including dementia and dementia with challenging behaviours

mental health problems and understanding of impact of episodic conditions

Understanding of the role and responsibilities of self and other workers within the organisation

Understanding the cognitive or emotional barriers and dynamics in seeking help

Understanding other barriers to provision of services

Understanding the difference between service directed care and person centered or self managed care

Understanding of factors that impact on the caring role and how they may contribute to reluctant behaviours including:

background and setting of the care giving e.g. cultural aspects, age of carer

family dynamics

mediators e.g. carer coping strategies, social support, quality of relationship between carer and care recipient, quality of carer’s other relationships, access to respite services, other carer resources

personality traits

respite and other services

stressors e.g. carer and care recipient behaviour, health status, functional status, amount of care provided, availability of services, financial status, social isolation, multiple roles with competing priorities, emotional impact of caring i.e. loss, grief and guilt

Essential skills:

It is critical that the candidate demonstrate the ability to:

Work collaboratively with internal and external stakeholders to achieve organisation goals

Communicate effectively with carers/clients, supervisors, co-workers and other service providers

Ensure all work is in accordance with organisation’s and other relevant guidelines

Establish priorities, manage time effectively and demonstrate well-developed personal organisation skills

Identify requirements outside scope of role, responsibility, knowledge and skill

In addition, the candidate must be able to demonstrate relevant task skills; task management skills; contingency management skills and job/role environment skills

These include the ability to:

Demonstrate skills in:

information gathering and situation analysis

negotiation

effective communication

strategic planning and outcomes measurement

liaising with other organisations and service providers

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.

Barriersto the provision of servicesmay include:

(CALD issues

Environmental factors

Functional limitations

Personal barriers

Geographical situations

Systemic factors

Complex circumstances may include:

Abusive situations by either the carer or care recipient

Behaviours of concern by the care recipient

CALD issues

Family dynamics

Hidden carers

High-level support needed for the care recipient

Situations where the needs of the carer and care recipient are in conflict

Young carers

Key factors in risks to the care relationship continuing may include:

Conflict in relationships with family or service providers

High intensity care

High levels of carer stress

Loss of formal or informal supports

Multiple competing role demands

Worsening health or behaviour of the care recipient

Worsening physical or mental health of the carer

Respond to carers or care recipients who are reluctant include:

Ascertain reasons for reluctant behaviours

Offer service options which may overcome the carer’s or care recipient’s reluctance

Provide reassurance and encouragement to explore options for support

Provide relevant information to carer

Support plan may include:

A proposed respite program

Carer support services appropriate to the individual needs

Description of the carer’s aspirations regarding their situation

Emergency arrangements, including:

family and other contacts able to contribute support in an emergency

what support/care could be provided for the care recipient, including informal services

Extended family and community support resources available to the carer

Identification of support needs and options for the care recipient

Range of options may include:

Formal care arrangements

Informal care arrangements, including:

family support

support of friends and/or neighbours

Other service providers may include:

Carer support services

Carers Associations and other networks

Counselling services

General practitioners

Mentoring and skills building programs

Respite service providers

Specialist services

Specific health care services

Changes in the carer or care recipient’s situation includes changes to:

Level of health

Personal circumstances

Risks and/or WHS needs

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
Establish a rapport with the carer through an open, empathic and confident manner 
Explain privacy and confidentiality principles, practices and procedures 
Assist the carer to identify possible services and supports to address identified needs 
Identify barriersto the provision of services 
Assess the carer’s eligibility to access available services 
Recognise the complex circumstances of people in accessing support services 
Recognise the key factors in risks to the care relationship continuing and respond according to organisation guidelines 
Recognise and respond to carers or care recipients who are reluctant to accessrespite or other support services 
Recognise and respect the carer’s and care recipient’s right to self-determination within legal parameters 
Support the carer’s strengths and abilities as well as addressing their needs in the planning process 
Support the carer to make informed decisions to prioritise their identified needs 
Select from the available range of options and devise strategies to address the carer’s identified needs and achieve their goals 
Document agreed support plan according to organisation guidelines 
Address need for support/services in order of priority 
Work with other professionals and organisations to implement support plan 
With the carer’s consent arrange for, or refer the carer and/or care recipient to, other service providers according to organisation and funding guidelines 
Where available use the allocated budget to meet the carer’s needs according to relevant guidelines and delegation 
Undertake a reassessment of the carer’s needs in response to changes in the carer or care recipient’s situation 
Re-prioritise the carer’s needs based on the reassessment 
Review the support plan 

Forms

Assessment Cover Sheet

CHCRCP403A - Support carers to access information and services
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

CHCRCP403A - Support carers to access information and services

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: