Individual Support, Ageing and Disability - Draft 1

CHCCCS031_Provide individualised support_Consultation Draft 1

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Unit application and prerequisites

UNIT CODE

CHCCCS031

UNIT TITLE

Provide individualised support

APPLICATION

This unit describes the performance outcomes, skills and knowledge required to organise, provide and monitor personal support services for a person within the limits established by an individualised plan. The individualised plan refers to the support or service provision plan developed for the person accessing the service and may have different names in different organisations.

 

This unit applies to workers who provide support under direct or indirect supervision in any community services or health context.

 

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

 

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

PREREQUISITE UNIT

Nil

COMPETENCY FIELD

Nil

UNIT SECTOR

Nil

1 Comments

Under direct or indirect supervision?

""This unit applies to workers who provide support under direct or indirect supervision in any community services or health context." - Perhaps under the old institutional models of support this was true. Under the new models of support, independent living arrangements and current funding scheme's there simply isn't this level of support any more. The NDIS for example encourage participants to employ their own support worker (who the client manages)."

Daniel Cassar 11.03.2021 10.02PM

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Elements and performance criteria

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

  1. Determine personal support requirements.

 

    1. Review individualised plan and confirm support services to be provided with the person receiving support, their carer, family or others identified by the person.
    2. Provide the person with information regarding their rights and complaints procedures and confirm understanding.
    3. Consult with the person, their carer, family or others identified by the person to determine any specific physical, sensory or cultural needs or preferences.
    4. Discuss and confirm the person’s preferences for personal support and their own level of participation in meeting their support needs in a positive manner that develops and maintains trust.
    5. Work with the person to identify actions and activities that support the individualised plan and promote the person’s independence and right to informed decision-making.
    6. Confirm and assemble required equipment, processes and aids and prepare for support activities according to the person’s individualised plan, their preferences and organisational policies and procedures.
    7. Identify requirements outside of scope of own job role and seek support from supervisor.
  1. Provide support services.

 

 

 

 

 

    1. Provide support according to the individualised plan, the person’s preferences and strengths, and organisational policies and procedures.
    2. Identify and support the person’s use of assistive technologies in meeting their individual needs.
    3. Provide physical assistance to the person to take pre-packaged medication, in accordance with written direction from a health professional.
    4. Respect and include the carer, family and others identified by the person as part of the support team.
    5. Provide support according to duty of care and dignity of risk considerations, maintaining the privacy of the person according to organisational policies and procedures. 
    6. Provide assistance to maintain a safe and healthy environment that is comfortable for the person, according to organisational policies and procedures for infection control.
    7. Seek assistance from supervisor when it is not possible to provide required support.
  1. Monitor support activities.
    1. Monitor own work to ensure the required standard of support is maintained.
    2. Identify and respond to situations of potential or actual risk within scope of own job role and report to supervisor.
    3. Involve the person in discussions about how support services are meeting their needs, identifying requirement for change.
    4. Recognise signs of additional or unmet needs of the person and report and refer in accordance with organisational policies and procedures.
    5. Consult with the person to identify gaps in assistive technology needs and report according to organisational policies and procedures.
    6. Participate in discussion with the person and supervisor in a manner that supports the person’s self-determination and respects their rights, privacy and dignity.
  1. Complete reporting and documentation.
    1. Maintain confidentiality and privacy of the person according to organisational policies and procedures.
    2. Comply with organisational reporting requirements, including reporting observations to supervisor.
    3. Complete, maintain and store documentation and reports according to organisational policies and procedures.

7 Comments

Confirm and assemble required equipment, processes and aids and prepare for support activities accor

"In the case of Dysphagia, it's important that any swallowing difficulty can be identified by the carer, so that appropriate management can be put in place for the client. Proper identification can only be made with relevant education. "

Barbara Braithwaite 13.03.2021 11.21AM

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Advocacy and Supported Decision Making Need to be Included

"The performance criteria for the new draft needs to focus on a rights based personal care approach. To do this there are 2 key areas missing from this unit: • Advocacy – understanding advocacy, the role advocacy plays in supporting the rights of older people and people with a disability and how to support the person to access advocacy services • Supported Decision Making – while there is reference to informed decision making, this cannot happen without supported decision making, especially for those with cognitive impairments or decline. The benefits of supported decision making summarised by Piers Gooding in 2015 include: “the promotion of personal autonomy, authority and control for people over their own lives; the use of a more realistic account of autonomy and decision making which take into account a person’s social context and interdependence; providing a clear structure for addressing decision making by people who may require support to make decisions, or whose will and preference is unclear.” Supported decision-making can mean the difference between offering the older person/person with a disability the respect we would all seek (respect for a lifetime of decisions, one’s values, will and preferences) and a substitute decision being imposed, which includes the risk of those rights being denied. "

Samantha Edmonds 12.03.2021 12.58PM

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2.3 Provide physical assistance to the person to take pre-packaged medication

"To allow a Cert III worker to provide this assistance they would need to have undertaken extensive training to ensure competency. Feel this criteria should be removed from this unit. Any Cert III worker assisting with medication should undertake HLTHPS006 Assist clients with medication and / or undertake intensive in-house related training. "

Cath Roden 11.03.2021 01.02PM

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1 Reply

"I completely agree. A cert III support worker would need to have a medication competency undertaken by the agency that they work for or the unit of competency as suggested."

anne tierney 12.03.2021 11.06AM

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Element 3.5 consult with the perons to identify gaps in assistive technology need and report..

"Can this be combined with element 2.2 - eg. Identify and support the person's use of assistive technologies in meeting their individual needs and report any identified gaps in need according to organisational policies and procedures."

Melissa Beeston 11.03.2021 12.08PM

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Element 2 - 2.3 provide physical assistance to the perons to take- pre-packaged medication

"I do not think it is appropriate for Cert III level workers to undertake this task without specific training to do this - this is a nursing role and places low level staff at risk if they were to complete these tasks without additional training."

Melissa Beeston 11.03.2021 12.05PM

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1 Reply

"I agree with the above comments with regards to 2.3. That criteria is not allowed in the workplaces I am aware of from a DSW. A health professional would also be required to assess this component."

Daniel Cassar 11.03.2021 10.19PM

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Foundation skills

FOUNDATION SKILLS

Foundation skills essential to performance are explicit in the Performance Criteria of this unit of competency.

UNIT MAPPING INFORMATION

CHCCCS011 Meet personal support needs and CHCCCS015 Provide individualised support.

LINKS

Companion Volume Implementation Guide

6 Comments

CHCCCS011 Meet personal support needs and CHCCCS015 Provide individualised support.

"Meeting personal support needs relies very heavily on the appropriate education being given to the carers. Dysphagia management requires specific education and needs to be included in the Aged Care Certs training courses. "

Barbara Braithwaite 13.03.2021 11.24AM

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2.3

"2.3 needs to be removed, medication administering should not be the role of PC staff, this would also be very difficult to achieve as students would not be able to complete this criteria as a student in a work placement role. Heather. "

Heather Stewart 02.03.2021 10.52PM

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1 Reply

"100% agree"

Karen Voce 12.03.2021 04.08PM

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Performance Criteria 2.3

"This performance criteria may be impossible for students to demonstrate in many aged care facilities/communities unless they already have the med support unit."

Fiona Thollar 16.02.2021 07.59AM

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2 Replies

"It doesn't have to be demonstrated in the workplace. Assessment Conditions Skills must be demonstrated in the workplace or a simulated environment that reflects workplace conditions. Assessment must ensure access to: facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies organisational policies and procedures individualised plans equipment and resources outlined in individualised plans opportunities for engagement with people receiving support services according to an individualised plan or people who participate in simulations and scenarios that involve provision of support services according to an individualised plan. Don't get me started though. It should be"

Zac Hitchcock 16.02.2021 02.16PM

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"I would be absolutely thrilled if performance criteria 2.3 is removed and from the feedback from major stakeholders it is looking very positive med admin will be removed."

Cheryl Durston 19.02.2021 01.07AM

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Performance evidence

TITLE

Assessment Requirements for CHCCCS031 Provide individualised support

PERFORMANCE EVIDENCE

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

  • provided personal support to three people with individualised care plans, including:
    • confirming support requirements and preferences with the person, carer, family or others identified by the person
    • preparing required equipment, aids and appliances according to the individualised plan
    • providing support in a manner that upholds the rights and dignity of the person and considers duty of care and dignity of risk
    • monitoring support in collaboration with the person, identifying any requirement for change and reporting or referring according to organisational policies and procedures
    • completing required documentation and reporting according to organisational policies and procedures.

11 Comments

Please reconsider removing specific skills to be demonstrated in the workplace

"Given the recommendations of the Aged Care Royal Commission, the performance evidence for this unit needs to be more prescriptive. Aged Care providers will need to ensure that ‘any worker whom it makes available to perform personal care work has the experience, qualifications, skills and training to perform the particular personal care’ (Recommendation 14). The Performance Evidence has had the requirement to assist with personal hygiene (assist with showering, bed bathing, grooming) removed, as well as removing the requirements to assist with oral care, continence management and assisting safely with meals. Approved providers of aged and disability services should have confidence that those who have completed this qualification have achieved a minimum proficiency working with real people in a workplace, and can assist with or complete these tasks in a safe and respectful manner. "

Jane Murphy 12.03.2021 04.24PM

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Inadequate performance evidence for this unit

"The personal care found in CHCCCS011 Is not adequately represented in CHCCCS031 and considering the number of people who have died or been critically affected by poor personal care skills by staff these past few years I am not sure why these skills have been removed and not made core? I have students ringing me up saying they have completed this course but can not get a job because their RTO did not cover personal care. CHCCCS031 performance requirements allows an RTO to provide 3 support plans of very highly functioning clients for students to follow. This does not equip the students with the skills that industry will expect them to have and WILL lead to further mistreatment of clients."

Daniel Cassar 11.03.2021 10.37PM

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1 Reply

"Agreed. Students need to learn how to safely carry out certain high risk tasks. The explicit tasks should remain in the unit so that all students are trained to at least a core set of practical skills (as defined by industry)."

Karen Voce 12.03.2021 04.11PM

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Skills not specicially described in this unit

"There is not sufficient detail in CHCCCS031 about what providing personal support specifically is – it is not clearly defined in CHCCCS031 and should include details that define personal support – such as support a person to – shower or have a bed bath, assisting them to the toilet, dressing undressing, grooming – shaving & makeup, applying continence aids, oral care, manual handling tasks required during personal support routines such as using slide sheets, hoists slings and lifters, pushing wheel chair transferring people from sit to stand, bed to chair. These are all skills trainees are expected have or know about by industry to have when they arrive for work placement. Yet these skills are no longer mentioned as they were in the CHCCCS011 Meet personal support needs unit."

Melissa Beeston 11.03.2021 11.50AM

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1 Reply

"Totally agree, these are competencies needed for work in the industry, particularly in aged care. Having CHCCCS011 sit as part of the ageing specialisation currently, ensures that workers are provided with the personal support skills required for entry level work in aged care, skills that they have had the opportunity to apply and develop whilst on work placement (skills that are prescriptive in the unit). "

Cath Roden 11.03.2021 01.17PM

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Specific Performance Must be Mentioned.

"The following skills that were originally reflected on CHCCCS011 have been removed. Anyone who works in the industry can not justify such removal of the PEs. The list that must be put back include-but not limited to: safely supported at least 2 individuals by performing the activities outlined in the performance criteria of this unit. This includes following support requirements of an established individualised plan and supporting each of the following activities: bed bathing dressing, undressing and grooming eating and drinking using appropriate feeding techniques oral hygiene shaving showering toileting and the use of continence aids using aids and equipment including devices used by the person performed the following hazardous manual handling scenarios at least once: transferring a person between bed and chair transferring a person in and out of car falls recovering In addition to these skills: basic orientation on how to assist the client with dysphagia (knowledge base to be added too); use the new mobility aids such as 'Sara Steady' 'shower trolley' are also crucial. If we do not train them during the class, it is unlikely that the work-based training venues will be able to take chances on the students. It is also essential that the students are able to manage contingencies that were the beauty of the previous UOC- unfortunately that has been taken off. There is no need to remove the good part of the previous UOC in the effort to reinvent the wheel. "

Vishnu Khanal 26.02.2021 10.31AM

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5 Replies

"Totally agree.....I wouldn't feel right sending a student to a workplace without having learnt/demonstrated these skills in simulations"

Alice Deman 26.02.2021 11.15AM

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"May I ask what is the point of the work place experience placements? WE can not simulate what actually happens in a workplace as the controlled environment and settings is not there, we are dealing with real people, real life situations and equipment that is in use for the specific person and supplied by the facility. You can demonstrate as much as you like however it is the work experience placement that pulls it together and gives the student the experience of showering , toileting , transferring etc with direct supervision from facility staff and/or the facility preceptor( if one is available). This notion you can prepare the student for situations that are work related only in the class room or in a simulated situation is thwart with concerns as it is not real and does not give a true representation of what they actually encounter and do."

Cheryl Durston 02.03.2021 07.28PM

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"Totally agree - we need to arm the students with those practical skills to meet the actual job role they will be conducting "

Jessica Gwynne 05.03.2021 01.34PM

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"‘Arm the student’ perhaps not the right terminology however if we are going to be attempting to provide training and assessment to provide the workplace with students whom can provide quality care what about we refer to the current recommendations from the recently released Royal Commission Report ie principle ix - a rehabilitative and restorative focus, maintenance and improvement. I would sooner a student have a thorough understanding of that focus, rights based, person centred approach, compassion and ability to recognise abuse and report it, know about supported decision making and advocacy. We can certainly prepare the student in those areas which surprisingly Royal Commission report has highlighted as being deficit in do many instances. "

Cheryl Durston 05.03.2021 03.30PM

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"The students need to have been trained in a simulated environment so be safely prepared for WP. The removal of those tasks leaves the training open to students potentially going into WP with no idea of equipment and it's usage, or how to safely interact with clients. These skills are the very basic foundations of a support role so should be explicit in the unit."

Karen Voce 12.03.2021 04.16PM

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Knowledge evidence

KNOWLEDGE EVIDENCE

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

  • rationale and processes underpinning individualised support planning and delivery:
    • basic principles of person-centred practice, strengths-based practice and active support
    • documentation and reporting requirements
  • roles and responsibilities of different people and the communication between them:
    • person being supported
    • carer and family
    • health professionals
    • support workers
    • supervisors
  • service delivery models in the relevant sector
  • legal and ethical requirements and how these are applied in an organisation and individual practice, including:
    • privacy, confidentiality and disclosure
    • duty of care
    • dignity of risk
    • human rights
    • discrimination
    • mandatory reporting
    • work role boundaries, responsibilities and limitations
  • organisational policies and procedures for:
    • infection control
    • assembly of equipment, aids and appliances
    • privacy and confidentiality of personal information
    • monitoring support activities and identifying requirements for change
    • referrals
    • documenting and reporting
  • factors that affect people requiring support
  • practices that support skill maintenance and development
  • indicators of unmet needs and ways of responding
  • role of assistive technologies in supporting a person’s life activities:
    • maintaining and promoting independence
    • enabling inclusion and participation
  • risk management considerations and ways to respond to identified risks.

5 Comments

roles and responsibilities of different people and the communication between them: person being supp

"Absolutely agree regarding these requirements. Specific education from qualified health professionals is vital to ensure the carer feels equipped to support their client. "

Barbara Braithwaite 13.03.2021 11.28AM

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Missing requirements

"The unit entitled “Provide individualised support” which is included in only the Individual Support Certificate has a number of limitations which should be rectified and also expanded to comparable units of competency in the other two certificates being drafted. Firstly, a basic level of English language literacy for personal care workers (PCWs) where English is a second or additional language, as well as numeracy and effective communication training, is imperative for all PWCs. English proficiency should be considered an entry requirement to all three certificates, and if not, should be included in the core unit of “Provide individualised support”, which is then itself an entry requirement for the Ageing Support and Disability Support Certificates. Secondly, conducting service delivery sessions via Telehealth and other online communication and health technologies, as well as remote liaison and referral with other service providers and/or members of a multidisciplinary care team should be considered an integral part of providing individualised support."

Liz Sutherland 04.03.2021 01.48PM

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1 Reply

"As per Royal Commission recommendation 77 Was also highlighted in the interim report. English must be a prerequisite !!"

Cheryl Durston 05.03.2021 03.33PM

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Personal support

"The words toiletting and feeding need to be removed forever They are not acceptable and not indicative of quality care ,respect and dignity"

Jane-Ellen Mountford 03.03.2021 03.45PM

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Important Aspects of the Support are Missing.

"The following aspects that are extremely important have been taken off the unit. I am not sure how the students are going to learn adequately. -Manual Handling and work health and safety - Basics of personal care; Grooming, Showering, Toileting, and aspects to be careful of. Oral hygiene is one of the most neglected aspects of the care including the denture care. This unit should include some aspects of the care too. - features, functions and safe use of equipment and aids used in provision of personal support and devices used by the person including the importance of adjusting equipment and aids to the needs of the individual - work health and safety, including manual handling "

Vishnu Khanal 26.02.2021 10.41AM

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Assessment conditions

ASSESSMENT CONDITIONS

Skills must be demonstrated in the workplace or a simulated environment that reflects workplace conditions.

 

Assessment must ensure access to:

  • facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies
  • organisational policies and procedures
  • individualised plans
  • equipment and resources outlined in individualised plans
  • opportunities for engagement with people receiving support services according to an individualised plan or people who participate in simulations and scenarios that involve provision of support services according to an individualised plan.

 

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

LINKS

Companion Volume Implementation Guide

12 Comments

Skills must be demonstrated in the workplace or a simulated environment that reflects workplace cond

"This is a must! It would be wonderful to have not only the appropriate education in place for the carers but also assessment of their skills by an experienced educator with current practical experience. "

Barbara Braithwaite 13.03.2021 11.32AM

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Lack of specific detail in what is minimum skills required

"We need to have a clear minimum of what must be covered in this unit and not leave it to open to interpretation. Facilities have a minimum requirement of personal care/manual handling they require before students go on placement but the units of competency do not sufficiently highlight this. If this is a risk/insurance/compliance requirement for a facility then the training package needs to reflect this. Currently manual handling is not specific enough in the training package and needs to be looked at, whether introduced as a specific unit or addressed sufficiently in this UOC"

Amanda Barrett 12.03.2021 07.01PM

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lack of detail in the terms facilities and equipment

""facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies" this lack of clarity may lead to training that does not explore the full range of equipment that should be used in training. Grooming and showering aids, mobility aids etc. There is a large range of equipment that should be clearly noted. A student having completed this unit could achieve it with very limited skills in using equipment including hoists. Training with clear set of equipment and skills that need to be demonstated also includes how to safely use for the worker and resident/client. Mandural handling, back care etc. I think that this unit is extremely watered down and poses a high level of risk. "

Rosalie Duke-Stanley 10.03.2021 10.46PM

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CHCCCS031

"I would think that the necessary skills are being met in the PE with prepare the necessary equipment maybe this could be expanded to prepare and use ? I agree we all need to learn on the job and all facilities I have worked in always do an induction including manual handling I like the assessment criteria in the workplace or a simulated as the covid pandemic has taught us it is not possible to do always in the workplace"

Jane-Ellen Mountford 03.03.2021 03.43PM

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Workplace assessment

"Consider adding a strict requirement for this and all core units to include 'on-site assessment by the RTO's trainer who physically visits and observes the candidate in a real workplace'. This doesn't mean that all aspects need to be assessed on-site, or that simulation is not permitted, but it ensures all providers actually send an assessor to see the student which many do not purely for cost cutting reasons. Site visits are essential to the candidate's professional development and continual improvement. I believe very similar rules have been introduced in early childhood, SAEC and education support courses (yet to be confirmed at the time of writing this). Note that the assessment criteria needs to be very strongly worded as some RTOs will use any lackadaisical wording to claim a site visit is not legally required, and the regulator will have no choice (as is often the current case) but to agree."

Adam Green 16.02.2021 04.27PM

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1 Reply

"100% agree - all students should be regularly visited and supported in the WP"

Karen Voce 12.03.2021 04.18PM

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assessment criteria needs to be more specific

"This unit is supposed to include Meet personal support needs. But there is no real guidance as to what support tasks a student should complete when in the workplace (or simulated environment). Eg there is no requirement to assist with a shower, meal assistance, toileting, dressing, grooming, or use of specific aids such as lifting machines (unless that is now in HLTWHS002?). We can't send out a student PCA who has never performed a simple practical task such as a shower. And I think it should be required that some of these tasks be done in the workplace- showering a mannequin in simulation is nothing like showering a real person, with real care needs and preferences. Workplace assessment is needed to truly teach a student how to look after REAL people- we simply cannot make a simulation realistic enough. We need to make sure PCA's are well trained for the actual practical tasks and roles, otherwise we'll end up with a completely useless qualification that doesnt prepare a PCA for even the most basic of tasks- showering and toileting."

A. K. 16.02.2021 10.39AM

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2 Replies

"Isn't there a compulsory work experience placement? A number of assessments can not be signed off until work experience placement and this is where many students under take practical tasks. We can only prepare the student for so much, it is the work experience that will determine if the trainer and assessor has given them the adequate knowledge and skill sets. (also quickly picks up trainers and assessors who are not current in their practices)"

Cheryl Durston 19.02.2021 01.14AM

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"Agreed, the unit needs to be more specific especially since students may be learning both face to face and in an online format! Assessment conditions need to ensure they meet industry minimum requirements"

Amanda Barrett 12.03.2021 07.03PM

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Definition

"Clearer definition on assessment criteria is required to ensure that students are not role playing this unit and therefore can enter the workplace without fully physically showering a real person."

Cheryl Reid 16.02.2021 08.58AM

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2 Replies

"It is definitely strange that this unit does not need to be assessed in the workplace. In saying that, I have never been able to give someone a real shower in our Skills Lab. No volunteers yet ;)"

Zac Hitchcock 16.02.2021 10.25AM

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"We feel that there should be both simulation of an activity (to teach the students correct safe practices, and to learn about equipment and holistic care of clients etc.) Plus additional WP experience. Absolutely the main learning and skills building will take place in the WP, but the students should go out armed with a certain level of understanding in this."

Karen Voce 12.03.2021 04.22PM

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