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Evidence Guide: CHCPROT409D - Provide primary residential care

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCPROT409D - Provide primary residential care

What evidence can you provide to prove your understanding of each of the following citeria?

Outline terms of placement with client in care

  1. Where appropriate, clearly explain to clients what they can expect from the placement; philosophies, values and rules operating; opportunities within the placement, and strategies for maximising benefits of the placement
  2. Clarify boundaries of confidentiality with client
  3. Use appropriate language and approach to communicate processes to resolve issues and review placement and external and internal grievance procedures
  4. Explore and clarify understanding of client rights and expectations about direct care
  5. Explain rules and consequences for behaviour, and where appropriate negotiate with client in ways that are understandable and culturally appropriate
  6. Complete and maintain all relevant documentation in accordance with organisation procedures
Where appropriate, clearly explain to clients what they can expect from the placement; philosophies, values and rules operating; opportunities within the placement, and strategies for maximising benefits of the placement

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify boundaries of confidentiality with client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use appropriate language and approach to communicate processes to resolve issues and review placement and external and internal grievance procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore and clarify understanding of client rights and expectations about direct care

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explain rules and consequences for behaviour, and where appropriate negotiate with client in ways that are understandable and culturally appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete and maintain all relevant documentation in accordance with organisation procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide/mobilise domestic support

  1. Provide ways of addressing daily needs and negotiate with client
  2. Implement all appropriate procedures to ensure the environment is clean, healthy and safe
  3. Negotiate appropriate strategies for continued use, maintenance and/or disposal of client's personal possessions
Provide ways of addressing daily needs and negotiate with client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement all appropriate procedures to ensure the environment is clean, healthy and safe

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiate appropriate strategies for continued use, maintenance and/or disposal of client's personal possessions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide for client education, support and development

  1. Implement a range of approaches to life skills training, including provision of positive role models to ensure client's specific needs are addressed
  2. Assist client to identify and implement appropriate goals, strategies and activities to enhance their move to autonomy and self empowerment
  3. Make appropriate arrangements to support client in care to undertake relevant vocational training and/or employment
  4. Negotiate appropriate processes for provision of health care education with relevant referral agency/organisation/department to ensure their delivery
  5. Negotiate appropriate processes with client and relevant personnel to ensure client access to a range of emotional, social and physical support mechanisms
  6. Establish appropriate relationship with client to maximise access to development opportunities and participation in a range of services
Implement a range of approaches to life skills training, including provision of positive role models to ensure client's specific needs are addressed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist client to identify and implement appropriate goals, strategies and activities to enhance their move to autonomy and self empowerment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make appropriate arrangements to support client in care to undertake relevant vocational training and/or employment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiate appropriate processes for provision of health care education with relevant referral agency/organisation/department to ensure their delivery

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiate appropriate processes with client and relevant personnel to ensure client access to a range of emotional, social and physical support mechanisms

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish appropriate relationship with client to maximise access to development opportunities and participation in a range of services

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contribute to reintegration of client

  1. Negotiate planning for resources, services and ongoing support with client and significant others to ensure resettlement needs are assessed and addressed
  2. Arrange with relevant parties for client to participate in employment, counselling, education and accommodation as appropriate
  3. Undertake all relevant available activities, designed to assist a successful transition from care
  4. Negotiate with all relevant parties to identify appropriate levels of contact with client, once out of care
Negotiate planning for resources, services and ongoing support with client and significant others to ensure resettlement needs are assessed and addressed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Arrange with relevant parties for client to participate in employment, counselling, education and accommodation as appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake all relevant available activities, designed to assist a successful transition from care

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiate with all relevant parties to identify appropriate levels of contact with client, once out of care

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

Consistency in performance should be assessed across the range of clients and client situations e.g. Voluntary and involuntary clients

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

Resource requirements for assessment include access to:

an appropriate workplace or an environment capable of accurately simulating the workplace for assessment purposes

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 competence 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

Required Skills and Knowledge

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 statutory procedures, responsibilities and rights

Service protocols, philosophies and processes

Resources and programs available

Stage of grief

Impact and signs of abuse

Cultural protocols, systems, taboos

Parenting models

Budgeting practices

Protocols in working with professional service providers

Child development stages/models

Essential skills:

It is critical that the candidate demonstrate the ability to:

Negotiate effective care arrangements, rights and responsibilities

Provide a range of care services

Provide opportunities for positive experiences, client self development and self-esteem building

Demonstrate knowledge related to applicable organisation and legislative requirements

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:

Demonstrate application of interpersonal skills, including:

assertion

negotiation

establishing role boundaries

Demonstrate application of skills in:

effective communication

behaviour management

stress management

effective use of relevant information technology in line with occupational health and safety (OHS) guidelines

Range Statement

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.

The contexts for the provision of primary care include:

On the selection and implementation of an intervention either on a voluntary or involuntary basis

A voluntary seeking for support outside of statutory mandates

A preventative pro-active activity

Government, non-government and community based range of services

Provision of primary care will be undertaken within requirements established by:

State and commonwealth legislation

Organisation processes, procedures and standards

Organisation codes of conduct and ethical position

International conventions on the rights of children and young people