Individual Support, Ageing and Disability - Draft 2

CHCCCS031_Provide individualised support Draft 2.0

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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 care or support under direct or indirect supervision. Work is carried out in a manner which supports independence as well as the physical and emotional wellbeing of the person receiving support.

 

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

4 Comments

Support implementation of a individualised food, nutrition and mealtime plan

"This unit describes the performance outcomes, skills and knowledge required to provide personal support services for a person ‘within the limits established by an individualised plan’. Older people and people with disability will often have individualised food, fluid and/or mealtime plans developed by a dietitian and/or other health professional like speech pathologist. Whilst this unit includes processes and procedures for supporting a person in relation to ‘eating and drinking using appropriate mealtime techniques and equipment’, this does not cover the breadth of knowledge and skills required to support a person to implement an individualised food and nutrition/mealtime plan. Suggest adding the following: Performance evidence: “provided personal support with individualised care plans…to demonstrate each of the following on three occasions:…Construct a healthy meal according to the Australian Guide to Healthy Eating or based on the requirements in a persons individualised food and nutrition and/or mealtime plan” Knowledge evidence: Understanding about basic nutrition concepts, as outlined in the Australian Guide to Healthy Eating and Australian Dietary Guidelines Some of the above may be partially covered in other units but is relevant in the context of a subject that specifically looks at how PCWs can support implementation of health professionals recommendations and hence should be addressed here in some capacity."

Sayne Dalton 28.07.2021 11.53AM

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New unit

"The Queensland Nurses and Midwives' Union (QNMU) continues to support the units CHCCS011 and CHCCCS015 remain standalone units. We maintain there is a difference in meeting and providing individualized support. However, if these units are merged, we ask for the removal of the knowledge evidence section – “procedures for assisting a person to take medication pre-packaged by a pharmacist, including …” Unregulated workers who provide care or support under direct or indirect supervision do not have the education to understand the pharmacology of the medicines or assess the recipient before giving medications. Prepacked medications are not a substitute (nor should they be used as such) for a registered and enrolled nursing workforce with the requisite medication management skills. The consequences of inappropriate medication management are severe. The role of unregulated carers must only be in assisting cognitively competent clients to take prescribed medications when they request assistance to do so. The QNMU strongly believes that all aspects of medication management must be undertaken exclusively by RNs and ENs or medical practitioners and that this section be removed from the unit. Increasing the number of registered and enrolled nurses in aged care is the key to providing safe, high quality care, not undertaking role substitution. "

Deborah Twigg 28.07.2021 08.13AM

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2 Replies

"I completely agree with your statement about medication administration should be kept to ENs and RNs due to the severity of situations should mistakes occur. On a separate note I feel that a well created unit combining the Meeting and Providing of individualized support would work effectively, but in light of the first point, any unnecessary knowledge and skills need to be removed from a combined unit so that it could focus on the key areas of learning to meet the needs of elderly individuals "

Jeffrey Haddrell 28.07.2021 10.22AM

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"I agree regarding the medication knowledge evidence of medication procedures being removed. It does not fit with current requirements in aged care and the disability sector require the completion of the medication skill set ( and the assessor requirements are that this training must be delivered by a registered Nurse). "

Lynda Flint 28.07.2021 11.25AM

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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. Refer to individualised plan to confirm support services to be provided with the person receiving support, their carer, family or others identified by the person.
    2. Consult with the person, their carer, family or others identified by the person to determine any specific physical, sensory or cultural needs or preferences.
    3. 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.
    4. 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.
    5. 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.
    6. 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 and according to legislative requirements and organisational policies and procedures.
    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.

12 Comments

Medications

"2.3 does not belong in this unit - Medications require specialised training. HLTHPS006 can be used as an Elective if required"

Karen Voce 26.07.2021 12.44AM

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3 Replies

"agreed!!"

Venda Wilkie 26.07.2021 05.03PM

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"100% agree"

Trudy Dosiak 27.07.2021 11.04AM

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"Agreed!"

Lisa Harris 27.07.2021 11.11AM

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Possible addition

"The following criteria should include reference to a person's substitute decision-maker 1.1,1.2,2.4. Criterion 1.3 should be inclusive of values i.e. discuss and confirm the person's values and preferences for personal support ..."

Advance Care Planning Australia 22.07.2021 03.31PM

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Medications needs to be a seperate unit

""Provide physical assistance to the person to take pre-packaged medication, in accordance with written direction from a health professional and according to legislative requirements and organisational policies and procedures." There is NO way you can implement something like this as a singular performance criteria of an overall unit. It is HUGE- there are so many laws, regulations, medication duties etc, that need to be understood. Also there is nothing in the performance evidence- when do they actually get assessed doing this? Make the HLTHPS006 assist clients with medication an elective, but please don't slip this in as singular a performance criteria"

A. K. 19.07.2021 02.47PM

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2 Replies

"Yes I agree 2.3 needs to be removed from this unit. we are setting these Cert III students up to fail this belongs in HLTHPS006 Assist clients with medication, this unit needs to be delivered by EEN or RN's so are we needing to have them deliver this one?"

Vicki Zammit 23.07.2021 01.49PM

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"Agreed!!!!!"

Trudy Dosiak 27.07.2021 11.06AM

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PC 2.3

"Unless the person has already completed the assist with medication unit, this activity may well be illegal in some states and is inappropriate to be in this unit. The previous draft had comments saying the same thing about this PC, but there it remains"

Fiona Thollar 15.07.2021 08.06AM

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3 Replies

"Hi Fiona, PC 2.3 does refer to complying with legislative requirements, so if a state or territory jurisdiction does not permit someone to provide physical assistance for a person to take medication, the learner would not be required to do this. "

Melinda Brown 15.07.2021 09.30AM

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"Hi Melinda, In this instance, would the demonstration in a simulated environment be sufficient evidence to meet PC 2.3"

Carol Dunlevey 15.07.2021 11.06AM

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"Hi Carol, the Assessment Conditions state: "Skills must be demonstrated in the workplace with the addition of simulations or scenarios where the full range of contexts and situations are unable to be provided in the workplace." So if there was a legislative or regulatory restriction in effect in that jurisdiction, a simulation could be used. "

Melinda Brown 15.07.2021 12.05PM

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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

0 Comments

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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 people with individualised care plans, using aids and equipment including devices used by the person to demonstrate each of the following on three occasions:
    • bed bathing
    • dressing, undressing and grooming
    • eating and drinking using required mealtime assistance techniques and equipment, ensuring client has physical access
    • oral hygiene
    • shaving
    • showering
    • toileting and the use of continence aids
    • using slide sheets, hoists, slings and lifters
    • transferring a person between bed and chair
    • transferring a person from seated to standing
    • transferring a person in and out of car
    • falls recovery
  • demonstrated the following when performing the above tasks:
    • confirming support requirements and preferences with the person, carer, family or others identified by the person
    • perform risk assessment and engage additional assistance as required
    • 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
  • performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of direct support work in at least one aged care, home and community, disability or community service organisation.

12 Comments

""provided personal support to people with individualised care plans, using aids and equipment including devices used by the person to demonstrate each of the following on three occasions:" Please make this more reasonable to be assessed- it is extremely difficult to assess EACH of these things 3 times. Either thats 3 seperate assessments in simulations (on different days? with different situations? How do you make it so you're not just repeating something 3 times). Or its a mix of simulat and workplace. Teachers cannot force a particular thing to happen in the workplace. The day/days we go out to assess there may not be any clients who need a bedbath, or who need a shave, or who need assistance with a meal. We have to be flexible to the needs of the clients and not feel pressured to force certain things to occur. It would be better if the performance criteria asked for all these skills to be assessed at least once- much as the Meet personal support needs unit does. You could even specify something like "demonstrates at least two of these skills with a real client' or something like that. But it has to be flexible, and achieveable, for assessors to actually assess"

A. K. 19.07.2021 02.59PM

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120 Hours in Organisation

" "• performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of direct support work in at least one aged care, home and community, disability or community service organisation." The performance evidence does not take into account that much disability support work is undertaken by disability support workers in individualised support arrangements with participants/people with disability. Having the performance evidence tied to an “organisation” ignores the concept of choice and control for people with disability to employ directly, and denies the concept of an individual being the “expert” and able to supervise their own personal requirements. Performance evidence as cited in the Certificate IV Disability Support – is much more encompassing of different models. (see next) "• performed the activities outlined in the performance criteria of this unit during a period of at least 60 hours of direct support work." "

Lisa Harris 16.07.2021 04.37PM

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4 Replies

"Hi Lisa, The student would need to show competency in an organisation to achieve their qualification. Clients would then be able to have control and employ independently once the qualification is achieved. "

Carol Dunlevey 16.07.2021 05.21PM

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"I agree. Yet another instance of the training package running counter to the underpinning principles of the NDIS. We need to support the independent worker model rather than creating impediments for independent workers."

Paul Sinclair 21.07.2021 02.05PM

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"Hi Carol, it's great to know that people with disability would have control and employ independently once the qualification is achieved. My concern with this is that people may well enter the course already working in individualised settings that would far more appropriately equip them with the ongoing skills and expertise they need than switching to an organisation for the purposes of qualification. A qualification that has arbitrary requirements that do not translate to how much of the disability sector works in practice runs contrary to providing a qualification specifically designed to get students job-ready for the work we already know awaits people / is already where people are working. If we know this now, why would we build in a qualification requirement that we already know is redundant prior to enacting it? Having it as an option is valid, but having it as the only option doesn't make sense and won't work for many people; workers and people with disability alike. It would be an avoidable mistake to do this given the sector knowledge and experience we have."

Katy Gagliardi 21.07.2021 10.51PM

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"I agree with this Lisa, I understand the difficulty but if placement is completed within an organisation the learner will have access to a variety of situations requiring a variety of skills and processes which can not happen if only assisting one client. Minimum of 120 hours is I believe, the correct amount of time for the learner to experience many situations and grow in confidence"

Michelle Gleeson 27.07.2021 05.30PM

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Placement Hours

"If students are completing placement hours in Home and Community, how would they be supervised? How would students be able to demonstrate the personal care criteria in a community service organisation? Given the complexity of each sector, placement hours need to be completed over a 3 week continuous period, to ensure consolidation of skills. "

Carol Dunlevey 15.07.2021 11.24AM

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5 Replies

"Hi Carol, the unit application notes that care or support may be provided under direct or indirect supervision. In the case of home or community care, indirect supervision may be more likely. "

Melinda Brown 15.07.2021 12.08PM

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"Hi Melinda, Once Support Workers are qualified they work unsupervised in Home and Community Care. Majority of organisations require new workers to have industry experience before hiring them due to this. How can the PC be assessed and signed off if they are not being supervised?"

Carol Dunlevey 16.07.2021 05.28PM

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"Hi Carol, that's a really interesting point. How can a student be assessed and signed off if they are not being supervised? You're right - if we can't answer this, then it does lead to the conclusion that organisations are the only places that should count towards student placement hours. I believe the answer would be multi-faceted and complex in any context, but it’s particularly complex in a disability context: (1) If I had a physical disability, I would feel extremely uncomfortable having someone supervise the person who is supporting me with intimate personal care tasks. So there is already a tension of opposites between “a student needs to be supervised” and “a person with disability likely doesn’t want to be watched as a student wipes their backside” before we even factor in the organisation/in-home discussion. (2) If the organisational requirement does go ahead, it fails to factor in the real-world disability support experience of what many people will be doing post-TAFE. To put it bluntly: what’s the point of TAFE requiring often disempowering organisational experience as a criterion when many students plan to empower the heck out of people in individualised settings post-qualification? (3) Given 1. and 2., supervision within a disability context has to happen differently regardless of what ends up happening with the Cert IV requirement. It would be unethical to rely on the dependence of people with physical disability for support, and the acquiescence of many people with intellectual disability towards people in power, to gain supervision hours for students within undignified contexts. Therefore, indirect supervision seems the best solution – regardless of whether it happens within an organisation or in individualised contexts. Therefore: any ‘organisational’ requirement of a Cert IV suggests that organisations can ‘make’ different types of supervision occur based on their contexts, which is deeply problematic and something that a Cert IV should not be implicitly encouraging."

Katy Gagliardi 22.07.2021 02.01PM

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"If there is further discussion about oversight to be had within the context of personalised settings, then have that conversation. But the current proposal is not the answer."

Katy Gagliardi 22.07.2021 02.14PM

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"Agree Katy students wishing to undertake dual qualifications could be assessed in an organisation with the students choosing a single Disability specialisation will be disadvantaged, We deliver in regional areas where both specialisations are sort after."

Vicki Zammit 23.07.2021 02.04PM

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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
    • principles of respectful behaviour
    • 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
    • medication
    • work role boundaries, responsibilities and limitations
  • processes and procedures for providing support in the following areas:
    • bed bathing
    • dressing, undressing and grooming
    • eating and drinking using appropriate mealtime techniques and equipment
    • oral hygiene and assisting with oral care
      • denture removal, cleaning and insertion
      • effective brushing and alternatives to brushing
    • shaving
    • showering
    • toileting and the use of continence aids
    • using aids and equipment including devices used by the person
    • ensuring the person has physical access to necessary aids, equipment and other items required for support
  • procedures for hazardous manual handling scenarios:
    • using slide sheets, hoists, slings and lifters
    • transferring a person between bed and chair
    • transferring a person from seated to standing
    • transferring a person in and out of car
    • falls recovery
  • restrictive practices:
    • what constitutes a restrictive practice?
    • legislative and regulatory requirements
    • organisational policies and procedures relating to restricted practices
    • positive strategies
    • ethical considerations
    • documentation requirements
  • 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
  • procedures for assisting a person to take medication pre-packaged by a pharmacist, including:
    • right person
    • right time
    • right route
    • right to refuse
    • right to be educated
    • package is not tampered with
    • medication is within expiry date
    • escalation if a person is unable to take medication
    • reporting and documenting:
      • adverse reactions to medication
      • refusal of medication
  • practices that support skill maintenance and development
  • indicators of unmet needs and ways of responding
  • scope and breadth of assistive technologies used across the life domains, including but not limited to:
    • self-care
    • continence and hygiene
    • communication
    • mobility and transferring
    • cognition and memory loss
    • vision and hearing
    • daily living activities
    • recreation and leisure
    • education and employment
    • home and other environments
    • eating and drinking
    • pressure management
    • carer support
  • 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.

19 Comments

Roles and responsibilities of different people

"In the 'Roles and responsibilities of different people and the communication between them', there are obvious gaps. It is vital that PCWs understand the roles and scope of practice for everyone in a multidisciplinary team, including the role of different health care professionals, nurses, allied health (including dietitians, physios, speech pathologists, OTs etc), allied health assistants, food service staff, other carers, volunteers etc."

Vanessa Schuldt 27.07.2021 11.15AM

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1 Reply

"Understanding the roles of different health professionals and other relevant staff if essential to promote multi-disciplinary practice"

Sayne Dalton 28.07.2021 11.44AM

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Knowledge Evidence

"There is a lot of evidence built unit this unit; Medication should be removed which would reduce the KE but there is still a lot of knowledge that could be built in ot the PC . E.g. KE 5 6; If the "processes and procedures" were broken down into steps in a check list as part of the PC, they would have been demonstrated, do the students need to write about their knowledege of them too? "

Karen Voce 26.07.2021 01.11AM

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1 Reply

"*PE"

Karen Voce 26.07.2021 03.01AM

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Possible addition

"The knowledge evidence should explicitly cover the role of a person’s substitute decision-maker under “roles and responsibilities of different people and communication between them.” The documenting and reporting knowledge evidence should also be inclusive of advance care planning documents (e.g. advance care directives, advance care plans, goals of care forms, appointment of substitute decision-makers). "

Advance Care Planning Australia 22.07.2021 03.31PM

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MHV additional mental health knowledge evidence

"rationale and processes underpinning individualised support planning and delivery: basic principles of person-centred practice, strengths-based practice and active support "and recovery-oriented approaches, trauma-informed supports and self-determination" (addition)"

Louise Alexander 22.07.2021 02.58PM

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2 Replies

""and social and emotional wellbeing frameworks" (addition)"

Louise Alexander 28.07.2021 01.14PM

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"Excerpt from submission letter supporting this recommedation: The centrality of these principles to disability support work is supported by the following key documents: • MHV’s Psychosocial Capability Framework 2020 • The NDIS Quality and Safeguarding Commission’s NDIS Workforce Capability Framework • The NDIA’s draft Recovery Oriented Practice Framework "

Louise Alexander 28.07.2021 01.41PM

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Unit content - seperate assistive technologies

"The new content is too large. It would be good to have a whole unit about assistive technologies. These are becoming far more common and use and range will grow enormously during the life of the revised training package. I consider a whole unit on this topic is warranted here. "

Christine Kilmartin 20.07.2021 06.46PM

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Medication Topic

"Medication should not be delivered and assessed within this unit. It is a topic that needs to be stand alone. As well, industry will generally NOT accept the training and assessment of an RTO; rather they will conduct their own training and assessment on employment or when a staff member is to be paid as a "Medication Competent" Carer. Hence this topic should be removed from the unit. "

Christine Kilmartin 20.07.2021 06.40PM

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Too much knowledge evidence that is perhaps inappropriate or better off elsewhere

"There is a LOT of knowledge evidence here. When I see 'knowledge evidence' I'm usually thinking that I need to get a written or verbal response off a student that shows their knowledge. Maybe thats just my interpretation. But some of these things need to be desmontrated, not described. For example, proper techniques for shaving, showering etc need to be demonstrated in performance evidence, it is far to difficult to assess in any kind of theory tasks that shows 'knowledge'. Likewise 'procedures for manual handling scenarios' is something that needs to be demonstrated during those tasks, not in knowledge evidence. Some of these topics are far too huge to be in this unit and would be better off in a stand alone unit (eg the whole part about assisting with medications is a MASSIVE amount of knowledge to have). We have a stand-alone unit for that. PCAs need to have MORE training on assisting with meds, not less. Restrictive practices- this should already be covered in Work legally and ethically (if properly contextualised as it is a 'legal issue in the context of the role'). it is also in the new Dementia unit which is a required unit for the ageing specialisation, so I think its well-covered elsewhere. Also 'scope and breadth of assistive technologies' is another MASSIVE topic that could well be a stand-alone unit. Or could be better by splitting it up into different types of technologies. Eg Communicative technologies in the Communication unit, technologies for congition and memory loss in the Dementia unit. Even so, there are hundreds of 'assistive technologies' that suit all kinds of different altered abilities, and new ones being created all the time. Its a massive topic. (Edit: its also ALL included in the new Dementia unit. As this is a Core, and Dementia is a required elective for the ageing specialise, isnt this likely going to result in the exact same thing being taught and assessed twice)"

A. K. 19.07.2021 03.37PM

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"The medications part of this unit is too huge to be included in an otherwise unrelated unit- until recently we delivered the HLTHPS006 Assist clients with medication unit, and it took us 5 full days to deliver the theory and practice, and assess the simulated pre-placement tasks, and another half day to assess the workplace tasks. IF PCAs are to assist with meds AT ALL they need to be properly trained and educated"

A. K. 19.07.2021 03.04PM

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1 Reply

"Agree - the medication elements in this unit should be removed and trained fully and appropriately in the stand alone unit."

Sharyn Trent 20.07.2021 02.16PM

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Provide individualised support

"The unit CHCCCS031 Provide individualised support is now very long and wordy. It is two units merged, one being personal care. Assisting a client to take medication has been included in this unit under knowledge evidence but no performance evidence associated with this. The reference to medications in this unit should be REMOVED. Assisting clients to take medication should be a standalone unit. The performance evidence is MUCH too long. This was already a big unit when it was just CHCCCS011 Meet personal needs"

Carla Unicomb 16.07.2021 12.50PM

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1 Reply

"Agreed to both these points. Meet personal support needs is a huge unit- we devote something like 5 full days on both the theory and practical skills of that unit alone, not including placement or the Individual support unit, which takes us another 2 days minimum to deliver. Its HUGE- seperate it please"

A. K. 19.07.2021 02.54PM

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Medication Knowledge

"i do not feel that having Cert III students have in-depth knowledge of medication procedures is relevant to the industry. I dont think many facilities would be willing to have Cert III care workers administer medication, even pre-packaged, therefore the knowledge would not get used, nor would the skills"

Jeffrey Haddrell 15.07.2021 10.36AM

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3 Replies

"DSW's do regularly assist with this here however considering the application description of the unit HLTHPS006 is to prepare and provide medication, I am not sure how this is different as this is essentially requiring staff to demonstrate and apply the same skills of prepare and provide, just with less evidence. Should the medication skills in this unit be more knowledge based? For example recognising when a client is not taking their own medication and possible effects of this or assist with getting prescriptions/treatments updated, as opposed to actually assisting with administration which is covered in HLTHPS006?"

Daniel Cassar 15.07.2021 02.09PM

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"Agreed. It needs to be a stand-alone unit that could be used by RTO's in situations where organisations do want Med PCAs (as is common in home and community care). But don't slip it in as a singular performance criteria"

A. K. 19.07.2021 02.55PM

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"Agree the medication component should stay in its standalone unit and selected when required - having it within this very large unit is unnecessary as it will not be used within the job role these students would be hired into or already perform"

Jessica Gwynne 21.07.2021 02.02PM

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Assessment conditions

ASSESSMENT CONDITIONS

Skills must be demonstrated in the workplace with the addition of simulations or scenarios where the full range of contexts and situations are unable to be provided in the workplace.

 

Tasks outlined in the performance evidence must be demonstrated in simulation prior to demonstration in the workplace.

 

Assessment must ensure access to:

  • facilities, equipment and resources that reflect real working conditions and 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

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