Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CHCAC319A, 'Provide support to people living with dementia'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Provide support to people living with dementia' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
1. Provide support to those affected by dementia | 1.1 Work with a basic understanding of dementia 1.2 Support individual needs of people with dementia using a person-centred approach to care and address individual needs for a stable familiar environment 1.3 Work with awareness of the impact of physical, social and emotional aspects of the environment on the person with dementia 1.4 Work with awareness of the impacts that dementia may have on family, carers andsignificant others 1.5 Recognise witnessed signs consistent with financial, physical or emotional abuse or neglect of the client and report to an appropriate person |
2. Use communication strategies which take account of the progressive and variable nature of dementia | 2.1 Use a range of communication strategies to maximise engagement of the person with dementia such as eye contact, gentle touch (where appropriate), short simple statements 2.2 Gain cooperation and provide reassurance as appropriate to individual clients by using reality orientation including: reminders of the day, the time, relationships, occasions reassuring words, phrases and body language 2.3 Use a range of validation strategies to relieve distress and agitation in clients such as: Empathy Acceptance of the person's reality Acknowledgment Allowing expressions of distress Providing verbal and/or physical reassurance Use reminiscences frequently to connect with clients |
3. Provide appropriate activities to maintain dignity, skills and health of client at optimum level | 3.1 Provide activities which aim to maintain independence, using familiar routines and existing skills 3.2 Provide activities that are appropriate to the individual, reflecting their cultural likes and dislikes, in order to bring back pleasurable memories 3.3 Ensure all activities provided focus on ensuring the safety and comfort of the client balanced with autonomy and risk taking 3.4 Use purposeful and meaningful activity to enhance self-esteem and pleasure in life, to minimise boredom and to distract from or eliminate behavioural and psychological symptoms of dementia 3.5 Use family carers and significant others as a resource, where appropriate, to assist in developing appropriate activities by accessing information about client reminiscences and routines 3.6 Provide support and guidance to family carers and significant others where appropriate to assist them to understand the disease, its impact on the person and some approaches to providing care |
4. Implement strategies which minimise the impact of behaviours of concern | 4.1 Identify behaviours of concern 4.2 Identify potential triggers for behaviours of concern for specific individuals 4.3 Contribute to team discussion on care planning and care plan review to minimise behaviours 4.4 Implement strategies to minimise the likelihood of and reduce the impact of behaviours on the person and others 4.5 Regularly review strategies that are implemented to ensure maximum effectiveness and reflect changes in the care plan |
5. Implement self care strategies | 5.1 Monitor own stress level in relation to working with people with dementia 5.2 Use appropriate self care strategies and seek support if required |