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Evidence Guide: HLTCOM509B - Provide services for people with a life challenging illness

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

 

HLTCOM509B - Provide services for people with a life challenging illness

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

Demonstrate awareness of life challenging conditions

  1. Discuss the nature and impacts of a range of life threatening conditions
  2. Review current approaches to treatment/care
  3. Discuss mainstream and complementary health approaches to management of life challenging illnesses
  4. Discuss the stages of death and dying and the grief cycle
  5. Discuss the principles and aims of a palliative approach
  6. Identify psychosocial factors which may effect quality of life
  7. Identify physical factors arising from the disease and treatment process which may effect quality of life
  8. Identify cultural factors which may effect quality of life
  9. Identify practical and financial factors which may effect quality of life
Discuss the nature and impacts of a range of life threatening conditions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review current approaches to treatment/care

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss mainstream and complementary health approaches to management of life challenging illnesses

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss the stages of death and dying and the grief cycle

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss the principles and aims of a palliative approach

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify psychosocial factors which may effect quality of life

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify physical factors arising from the disease and treatment process which may effect quality of life

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify cultural factors which may effect quality of life

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify practical and financial factors which may effect quality of life

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate knowledge of support resources for client and careers

  1. Recognise the importance of support persons and resources
  2. Outline the scope of and utilisation of available resources
  3. Promote client access to individualised information
Recognise the importance of support persons and resources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Outline the scope of and utilisation of available resources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Promote client access to individualised information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop a care/treatment plan

  1. Gather and record data for inclusion in care plan
  2. Conduct physical examination if relevant/appropriate
  3. Use knowledge of relevant complementary and alternative health care modality to identify an appropriate care/treatment plan
  4. Take into account factors which may interfere with the effectiveness of the care/treatment for each
  5. Take into account possible care/treatment reactions and contra-indications
Gather and record data for inclusion in care plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct physical examination if relevant/appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use knowledge of relevant complementary and alternative health care modality to identify an appropriate care/treatment plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take into account factors which may interfere with the effectiveness of the care/treatment for each

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take into account possible care/treatment reactions and contra-indications

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review factors effecting client wellbeing

  1. Recognise the impact of diagnosis of a life challenging illness
  2. Explain the stages of the healing process
  3. Explain the fundamentals of supportive care
  4. Awareness of possible limitations of the client resources
  5. Support clients capacity to choose treatment/care options that effect wellbeing
Recognise the impact of diagnosis of a life challenging illness

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explain the stages of the healing process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explain the fundamentals of supportive care

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Awareness of possible limitations of the client resources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support clients capacity to choose treatment/care options that effect wellbeing

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate need for acute intervention

  1. Understand the importance of timely intervention
  2. Identify changes in client condition
  3. Identify need for intervention
  4. Communicate changes in client condition to carers where appropriate/relevant
  5. Communicate need for additional or other intervention
  6. Refer to other health professionals where appropriate
Understand the importance of timely intervention

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify changes in client condition

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify need for intervention

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate changes in client condition to carers where appropriate/relevant

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate need for additional or other intervention

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Refer to other health professionals where appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Empower the client to discover and utilise their inner resources

  1. Respect client treatment choices
  2. Employ conscious language
  3. Demonstrate the use of silence, inner and outer
  4. Create therapeutic healing space
  5. Awareness of the transformational potential of the healing process
Respect client treatment choices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Employ conscious language

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate the use of silence, inner and outer

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Create therapeutic healing space

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Awareness of the transformational potential of the healing process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate services/treatment

  1. Build and maintain a relationship of trust with the client, with active promotion of and strict adherence to confidentiality
  2. Undertake monitoring of client health in line with plan of care
  3. Question client/carer to ascertain their level of comfort and compliance with the treatment
  4. Ascertain degree of improvement or changes in the client's condition and compare with expectations in the plan of care
  5. Provide client with clear information about their level of improvement in relation to their plan of care
  6. Assess and review of treatment as required
  7. Document progress according to requirements
  8. Evaluate impact of ongoing treatment in relation to client's physical, mental and emotional condition and behaviour
  9. Encourage clients to maintain their health by active involvement in their treatment and plan of care
  10. Consult with other treatment practitioners as necessary and appropriate
Build and maintain a relationship of trust with the client, with active promotion of and strict adherence to confidentiality

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake monitoring of client health in line with plan of care

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Question client/carer to ascertain their level of comfort and compliance with the treatment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ascertain degree of improvement or changes in the client's condition and compare with expectations in the plan of care

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide client with clear information about their level of improvement in relation to their plan of care

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess and review of treatment as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document progress according to requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate impact of ongoing treatment in relation to client's physical, mental and emotional condition and behaviour

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage clients to maintain their health by active involvement in their treatment and plan of care

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consult with other treatment practitioners as necessary and appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate a commitment to self care

  1. Own emotional responses to death and dying are identified, reflected upon, issues raised and discussed with supervisor and/or other appropriate person
  2. Potential impact of personal responses on self and others is acknowledged and actioned as appropriate
  3. Demonstrate strategies for self care including debriefing
  4. Identify the need for additional assistance and emotional support
  5. Identify practitioner/ client boundary issues
  6. Identify conflict between professional demands and personal and family commitments
  7. Demonstrate ability to process ethical and moral dilemmas
Own emotional responses to death and dying are identified, reflected upon, issues raised and discussed with supervisor and/or other appropriate person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Potential impact of personal responses on self and others is acknowledged and actioned as appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate strategies for self care including debriefing

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the need for additional assistance and emotional support

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify practitioner/ client boundary issues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify conflict between professional demands and personal and family commitments

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate ability to process ethical and moral dilemmas

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 competency unit:

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

Observation of workplace performance is essential for assessment of this unit

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

Assessment of sole practitioners must include a range of clinical situations and different client groups covering at minimum, age, culture and gender

Assessment of sole practitioners must consider their unique workplace context, including:

interaction with others in the broader professional community as part of the sole practitioner's workplace

scope of practice as detailed in the qualification and component competency units

holistic/integrated assessment including:

working within the practice framework

performing a health assessment

assessing the client

planning treatment

providing treatment

Context of and specific resources for assessment:

An appropriately stocked and equipped clinic or simulated clinic environment

Relevant resource and information material

Relevant paper -based/ video assessment material

Qualified assessors

Method of assessment

Observation in the work place (if possible)

Written assignments/projects or questioning should be used to assess knowledge

Case study and scenario as a basis for discussion of issues and strategies to contribute to best practice

Clinical skills involving direct client care are to be assessed initially in a simulated clinical setting (laboratory). If successful, a second assessment is to be conducted during workplace application under direct supervision

Access and equity considerations:

All workers in the health industry should be aware of access and equity 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 health issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on health of 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 health of Aboriginal and/or Torres Strait Islander clients and communities

Related units:

This unit should be assessed in conjunction with competency unit(s) related to planning/delivery of the specific complementary and alternative health care service being undertaken

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

This includes knowledge of:

A broad range of life challenging conditions and their implications

Broad knowledge of other complementary and alternative health care treatments able to be used in the treatment of life challenging illness

Broad knowledge of possible mainstream treatments being used to treat life challenging illnesses

Detailed knowledge of therapies/treatment and/or care strategies used by the complementary and alternative health care modality being delivered

Emergency care and first aid procedures

Health care professionals/services locally, nationally, and internationally and of their relationship to other professions and organisations

Health terminology

Legal requirements for practice

Occupational health and safety procedures

Possible contraindications and interactions with other treatments

Principles of confidentiality

Relevant codes of practice

The death and dying and grief cycle

The special characteristics and strengths of supportive care.

Understanding of psychophysical and psychosocial implications of trauma and life challenging illnesses

Understanding of the nature of living and dying

Essential skills:

It is critical that the candidate demonstrate the ability 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

This includes the ability to:

Appropriately record details of client treatment according to clinic guidelines

Communicate effectively with clients and colleagues

Communicate in an appropriate manner considering age, ethnicity, gender, medical condition and social situation

Consult colleagues for special expertise

Correctly identify client information needs

Demonstrate appreciation of the relative merits of the options available in regard to cost, benefit and availability of resources

Demonstrate communication and negotiation skills

Determine appropriate action to take on the basis of client's condition and identified needs

Determine the meaning and significance of information given by the client

Explain relevant services

Give palliative treatment/care honestly and with compassion and respect for the individual and carers

Give specific care according to the age and gender and specific care needs of the client

Identify appropriate avenues for referral support

Identify treatment/care options and establish treatment/care regimes

Maintain professional boundaries throughout the progression of the condition

Negotiate strategies to overcome any obstacles to cure

Practise self care

Prepare treatment plans

Provide client with required information

Provide treatment/care

Read and interpret medical reports and other data relevant to the case

Recognise conditions that may pose a serious risk to the client and to know when to seek immediate help or advice from other professional sources

Refer to other health professionals if relevant

Reflect upon own practice

Support clients, carers in trauma, grief and loss

Use interpersonal and questioning skills

Use problem solving processes

Work in a way that demonstrates an understanding of underpinning values of supportive care

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.

Range of life threatening conditions:

Cancer

Illnesses where it is expected that death will be a direct consequence of the specified illness. This definition is inclusive of both a malignant and non-malignant illness. Life limiting illnesses might be expected to shorten an individual's life expectancy (Draft Standards for Providing Quality Palliative Care to all Australians. PCA November 2004).

Palliative approach services include:

Assisting in the psychological, cultural and spiritual aspects of care for the client

Identify the clients, family and carer as the unit of care

Maintaining the client's dignity

Maximising self-care and self-determination for the client

Participating in a team approach to address the needs of clients, families and carers ensuring a palliative approach

Practice reflects an understanding of the impact of a palliative approach in an organisation

Practice that reflects an understanding of the aims of a palliative approach

Providing support for clients, family, worker and carer using a palliative approach

Recognising symptoms of pain, discomfort and other symptoms and the clients need for pain relief

Recognising the signs that death may be imminent

Seeking advice from appropriate person e.g. supervisor, team leader or palliative care team

Understanding the needs of clients approaching end-of-life

Support resources may include

Family and community resources

Financial resources

Inner resources

Time resources

Strategies for selfcare may include:

Accessing additional for emotional support

Health care treatment

Professional supervision

Respite from the demands of displaying warmth and empathy towards others

Self monitoring and reflection

Support for negotiating moral dilemmas

Support for personal and spiritual growth

Worker emotional responses may include:

A range of emotions that may be demonstrated or displayed as a response to the process of loss and grief, for example:

crying and feelings of sadness

fear, anger, silence and may appear singularly or together and prolong the workers own grief

poor concentration

Client need may include

Acute medical intervention

Comfort

Cultural and spiritual supports

Emotional supports

Pastoral care

Personal care and hygiene

Personal supports and relationships.

Sexuality and Intimacy supports

Social activities.

Treatment and support options may include

Family, friends, community, workplace

Financial

Intellectual,

Time resource

Psychosocial factors affecting quality of life may include

Anxiety, depression, PTSD, risk of suicide

Body image, self-concept and sexuality

Denial of condition

Family, social and workplace support

Fear and stress experienced by family members, barriers to clients

Gender issues

Self concept and body image

Sexuality issues

Social impairment

Physical factors arising from disease and treatment process affecting quality of life may include:

Bowel problems

Cognitive problems

Devitalisation

Disfigurement

Fatigue

Incontinence

Lymphedema

Malnutrition

Nausea and vomiting

Odour

Oral symptoms

Pain

Pregnancy, lactation and fertility issues

Respiratory problems

Sleep problems

Stage of life issues

Cultural factors effecting quality of life may include

Communication

Cultural sensitivities about diagnosis and treatment

Knowledge of interpreter services

Language barriers

Practical and financial factors affecting quality of life may include

Access to treatment and resources

Costs associated with diagnosis and treatment, supportive therapies, prostheses, and aids

Costs associated with travel and accommodation

Discrimination with regard to insurance, business dealings, access to loans

Geographical location isolation

Loss of income

Strategies for self care may include

Access intervention if needed

Attention to nutrition, adequate sleep and exercise

Context for personal and spiritual growth

Professional supervision

Reflective practice

Ethical issues may include:

Conflict between the client's and/or family's wishes and/or practitioner feelings

Conflict that may occur in relation to personal values and decisions made by or for the client

Decisions regarding medical treatment