{ "package_code": "SM-CHC33021D-001", "qualification_code": "CHC33021", "qualification_title": "Certificate III in Individual Support (Ageing and Disability)", "version": "1.0.0-internal-validation-candidate", "status": "Development control register complete; external RTO release gates open", "basis": "15 units: 9 core, 3 Group A Ageing electives and 3 Group B Disability electives.", "units": [ { "code": "CHCCCS031", "title": "Provide individualised support", "group": "Core", "release": "R1", "hours": 90, "hour_split": { "facilitated": 31, "guided_practice": 27, "independent": 18, "assessment": 14 }, "elements": { "Determine personal support requirements.": [ [ "1.1", "Refer to individualised plan to confirm support services to be provided with the person receiving support, their family, carer or others identified by the person." ], [ "1.2", "Consult with the person, their family, carer or others identified by the person to determine any specific physical, sensory or cultural needs or preferences." ], [ "1.3", "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." ], [ "1.4", "Work with the person to determine actions and activities that support the individualised plan and promote the person’s independence and right to informed decision-making." ], [ "1.5", "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." ], [ "1.6", "Recognise requirements outside of scope of own job role and seek support from supervisor." ] ], "Provide support services.": [ [ "2.1", "Provide support according to the individualised plan, the person’s preferences and strengths, legal and ethical considerations and organisational policies and procedures." ], [ "2.2", "Support the person’s use of assistive technologies in meeting their individual needs." ], [ "2.3", "Provide 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." ], [ "2.4", "Respect and include the family, carer and others identified by the person as part of the support team." ], [ "2.5", "Provide support according to duty of care and dignity of risk considerations, maintaining the privacy of the person according to organisational policies and procedures." ], [ "2.6", "Provide assistance to maintain a safe and healthy environment that is comfortable for the person, according to organisational policies and procedures for infection control." ], [ "2.7", "Seek assistance from supervisor when it is not possible to provide required support." ] ], "Monitor support activities.": [ [ "3.1", "Monitor own work to ensure the required standard of support is maintained." ], [ "3.2", "Recognise and respond to situations of potential or actual risk within scope of own job role and report to supervisor." ], [ "3.3", "Involve the person in discussions about how support services are meeting their needs, confirming any requirements for change." ], [ "3.4", "Recognise signs of additional or unmet needs of the person and report and refer in accordance with organisational policies and procedures." ], [ "3.5", "Consult with the person to ascertain gaps in assistive technology needs and report according to organisational policies and procedures." ], [ "3.6", "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." ] ], "Complete reporting and documentation.": [ [ "4.1", "Maintain confidentiality and privacy of the person according to organisational policies and procedures." ], [ "4.2", "Comply with organisational reporting requirements, including reporting observations to supervisor." ], [ "4.3", "Complete, maintain and store documentation and reports according to organisational policies and procedures." ] ] }, "performance_evidence": [ "provide personal support to people with individualised plans, using aids and equipment including devices used by the person, to undertake each of the following in the workplace on three occasions, with simulation to occur prior to being assessed in the workplace, as described in the assessment conditions:.", "dressing, undressing and grooming.", "eating and drinking using required mealtime assistance techniques and equipment, ensuring client has physical access.", "oral hygiene.", "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.", "provide personal support to people with individualised plans, using aids and equipment including devices used by the person, to undertake each of the following in a simulated workplace on two occasions:.", "bed bathing.", "shaving.", "transferring a person in and out of car.", "falls recovery and.", "assisting a person to take pre-packaged medication.", "when performing the above tasks:.", "confirm support requirements and preferences with the person, their family, carer or others identified by the person.", "perform risk assessment and engage additional assistance as required.", "prepare required equipment, aids and appliances according to the individualised plan.", "provide support in a manner that upholds the rights and dignity of the person and considers duty of care and dignity of risk.", "monitor support in collaboration with the person, confirming any requirements for change and reporting or referring according to organisational policies and procedures.", "complete required documentation and reporting according to organisational policies and procedures." ], "knowledge_evidence_full": [ "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.", "family and carer.", "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:.", "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 according to an individualised plan:.", "bed bathing.", "dressing, undressing and grooming.", "eating and drinking using appropriate mealtime techniques and equipment.", "mobility.", "oral hygiene and assisting with oral care:.", "how to look after natural teeth and gums.", "denture removal, cleaning and insertion.", "recognising ill-fitting dentures.", "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 confirming 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:.", "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 area 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." ], "assessment_conditions_full": [ "Skills must be demonstrated in the workplace or in a simulated environment as indicated in the performance evidence. Simulated environments must be designed to reflect conditions and interactions with real people in the workplace. Tasks outlined in the performance evidence must be demonstrated in simulation prior to being assessed in the workplace. Assessment must ensure use of suitable facilities, equipment and resources, including:\n• facilities, equipment and resources that reflect real working conditions and industry operating conditions and contingencies\n• organisational policies and procedures\n• individualised plans\n• equipment and resources outlined in individualised plans\n• 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.\nAssessment tasks for this unit must be developed in collaboration with a health professional and carried out according to standards and guidelines that apply to the health and community services industries. Further detail may be found in the CHC Training Package Companion Volume. Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors." ], "lessons": [ [ "CHCCCS031-L1", "Provide individualised support: Purpose, scope and person-centred foundations" ], [ "CHCCCS031-L2", "Provide individualised support: Rights, responsibilities and role boundaries" ], [ "CHCCCS031-L3", "Provide individualised support: Communication, consultation and supported decision-making" ], [ "CHCCCS031-L4", "Provide individualised support: Applied procedures, resources and risk controls" ], [ "CHCCCS031-L5", "Provide individualised support: Monitoring, escalation, documentation and handover" ], [ "CHCCCS031-L6", "Provide individualised support: Integrated workplace application and reflective review" ] ], "missions": [ [ "CHCCCS031-M1: Plan the support", "Review the person, plan, context and risks; confirm preferences, role boundaries, resources and who must be involved." ], [ "CHCCCS031-M2: Respond in practice", "Make a sequence of person-centred decisions in a realistic changing support situation, including communication, safety and escalation." ], [ "CHCCCS031-M3: Record, hand over and improve", "Create an objective record and targeted handover, obtain feedback, identify gaps and choose the next action." ] ], "source_url": "https://training.gov.au/Training/Details/CHCCCS031" }, { "code": "CHCCCS038", "title": "Facilitate the empowerment of people receiving support", "group": "Core", "release": "R1", "hours": 55, "hour_split": { "facilitated": 19, "guided_practice": 16, "independent": 12, "assessment": 8 }, "elements": { "Demonstrate commitment to empowerment for people receiving support.": [ [ "1.1", "Reflect on personal values and attitudes regarding disability and ageing and acknowledge their potential impact when providing support." ], [ "1.2", "Develop and adjust approaches to address impact and facilitate empowerment." ] ], "Foster human rights.": [ [ "2.1", "Assist the person to understand their rights." ], [ "2.2", "Work with the person using a person-centred approach to deliver services that ensure their rights and needs are upheld." ], [ "2.3", "Consult with the person to confirm cultural needs and ensure these are respected and prioritised in service delivery." ], [ "2.4", "Consult with the person to identify breaches of human rights and respond and report according to organisational policies and procedures and scope of own job role." ], [ "2.5", "Consult with the person to identify indications of abuse and neglect and report according to organisational policies and procedures and legislative requirements." ] ], "Facilitate choice and self-determination.": [ [ "3.1", "Use a person-centred approach and work in a manner that acknowledges the person as their own expert." ], [ "3.2", "Work with the person to facilitate person-centred options for action on relevant issues and discuss with the person, family, carer or others identified by the person." ], [ "3.3", "Provide assistance to the person to facilitate communication of their personal goals." ], [ "3.4", "Work with the person to provide person-centred support in a manner that encourages and empowers the person to make their own choices and action." ], [ "3.5", "Support the person’s use of assistive technologies in meeting their individual needs." ], [ "3.6", "Work with the person to implement strategies to ensure that the person is comfortable with decisions made." ], [ "3.7", "Work with the person to identify barriers to empowerment and determine strategies to address." ], [ "3.8", "Assist the person to access advocacy services and other complaint mechanisms when required." ] ] }, "performance_evidence": [ "respond to the goals and aspirations of at least two people, one in a simulated environment and one in the workplace:.", "employing flexible, adaptable and person-centred approaches to empower the person.", "providing at least one service adjusted to meet the individual needs of the person, as determined through consultation with the person.", "proposing at least one strategy to meet the individual health or re-ablement needs of the person, as determined through consultation with the person.", "recognising and responding appropriately to situations and barriers.", "providing information to the person about their rights and checking for understanding.", "using communication skills according to the needs of the person to maintain positive and respectful relationships and facilitate empowerment." ], "knowledge_evidence_full": [ "history and recent developments in disability and ageing:.", "enablement versus reablement.", "institutionalised versus person-centred, self-directed model of support.", "human rights framework for service delivery.", "structural and systemic power and obstacles to empowerment:.", "social.", "physical.", "emotional.", "stigma.", "ageism.", "cultural.", "economic.", "social constructs of disability and ageing and the impact of own attitudes on working with people with disabilities.", "how and when to seek support from more experienced and qualified staff.", "individual, emotional and environmental barriers to empowerment and ways to address these and support people providing choices:.", "physical.", "social.", "cognitive.", "support practices for people, including but not limited to, the following conditions:.", "genetic factors.", "physical trauma.", "psychological trauma.", "chronic lifestyle conditions.", "acquired brain injury.", "legal and ethical considerations for working with people receiving support:.", "codes of conduct.", "discrimination.", "dignity of risk.", "duty of care.", "human rights.", "informed consent.", "mandatory reporting.", "privacy, confidentiality and disclosure.", "work role boundaries, responsibilities and limitations.", "work health and safety.", "legislated, statutory, professional and ethical standards.", "principles of:.", "empowerment.", "rights-based approaches.", "person-centred practices.", "self-advocacy.", "active support.", "active listening.", "social justice, and the importance of knowing and respecting each person as an individual.", "strengths-based approaches.", "restrictive practices:.", "considerations within the human rights framework.", "impacts of restrictive practices on a person’s empowerment.", "instances where restrictive practices may be used as reflected in behaviour support plan.", "use of authorised restrictive practices as a last resort and proportionate to the risk of potential harm to the person or others.", "positive proactive approaches to support that eliminate the need to use restrictive practices.", "physical, psychological and emotional risks related to the use of restrictive practices.", "use of unauthorised restrictive practices.", "documentation of use of restrictive practices.", "strategies that assist people to exercise their rights and support independent action and thinking:.", "use of technology to facilitate choice.", "right to privacy.", "right to be involved in planning and decision making regarding their own care and support and those providing it.", "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 area management.", "carer support.", "role of assistive technologies in supporting a person’s life activities:.", "maintaining and promoting independence.", "enabling inclusion and participation.", "how to access and use advocacy services and complaint mechanisms.", "indicators of abuse exploitation and neglect." ], "assessment_conditions_full": [ "Skills must be demonstrated in the workplace, or a simulated environment as outlined in the performance evidence. Assessment must ensure access to:\n• facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies\n• individualised plans and any equipment outlined in the plans\n• organisational policies and procedures\n• opportunities for engagement with people receiving care.\nAssessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors." ], "lessons": [ [ "CHCCCS038-L1", "Facilitate the empowerment of people receiving support: Purpose, scope and person-centred foundations" ], [ "CHCCCS038-L2", "Facilitate the empowerment of people receiving support: Rights, responsibilities and role boundaries" ], [ "CHCCCS038-L3", "Facilitate the empowerment of people receiving support: Communication, consultation and supported decision-making" ], [ "CHCCCS038-L4", "Facilitate the empowerment of people receiving support: Applied procedures, resources and risk controls" ], [ "CHCCCS038-L5", "Facilitate the empowerment of people receiving support: Monitoring, escalation, documentation and handover" ], [ "CHCCCS038-L6", "Facilitate the empowerment of people receiving support: Integrated workplace application and reflective review" ] ], "missions": [ [ "CHCCCS038-M1: Plan the support", "Review the person, plan, context and risks; confirm preferences, role boundaries, resources and who must be involved." ], [ "CHCCCS038-M2: Respond in practice", "Make a sequence of person-centred decisions in a realistic changing support situation, including communication, safety and escalation." ], [ "CHCCCS038-M3: Record, hand over and improve", "Create an objective record and targeted handover, obtain feedback, identify gaps and choose the next action." ] ], "source_url": "https://training.gov.au/Training/Details/CHCCCS038" }, { "code": "CHCCCS040", "title": "Support independence and wellbeing", "group": "Core", "release": "R1", "hours": 80, "hour_split": { "facilitated": 28, "guided_practice": 24, "independent": 16, "assessment": 12 }, "elements": { "Recognise and support individual differences.": [ [ "1.1", "Recognise and respect the person’s social, cultural and spiritual differences." ], [ "1.2", "Avoid imposing own values and attitudes on others and support the person to express their own identity and preferences." ], [ "1.3", "Consider the person’s individual needs, stage of life, development and strengths when engaging in support activities." ], [ "1.4", "Recognise, respect and accommodate the person’s expressions of identity and sexuality as appropriate in the context of their age and stage of life." ], [ "1.5", "Promote and facilitate opportunities for participation in activities that reflect the person’s individual physical, social, cultural and spiritual needs." ] ], "Promote independence.": [ [ "2.1", "Support the person to identify and acknowledge their own strengths and self-care capacity." ], [ "2.2", "Assist the person to identify opportunities to utilise their strengths, while communicating the importance of using available support when required." ], [ "2.3", "Provide information and assistance to the person in order to facilitate access to support services and resources when needed." ], [ "2.4", "Provide support that allows the person to self manage their own service delivery as appropriate." ], [ "2.5", "Encourage the person to build, strengthen and maintain independence." ] ], "Support physical wellbeing.": [ [ "3.1", "Promote and encourage daily living habits that contribute to healthy lifestyle." ], [ "3.2", "Support and assist the person to maintain a safe and healthy environment." ], [ "3.3", "Recognise hazards and report according to organisational policies and procedures." ], [ "3.4", "Recognise variations in a person’s physical condition and report according to organisational policies and procedures." ], [ "3.5", "Recognise indications that the person’s physical situation is affecting their wellbeing and report according to organisational policies and procedures." ], [ "3.6", "Recognise physical health situations beyond scope of own role and report to the relevant person." ] ], "Support social, emotional and psychological wellbeing.": [ [ "4.1", "Promote self-esteem and confidence through use of positive and supportive communication." ], [ "4.2", "Contribute to the person’s sense of security through use of safe and predictable routines." ], [ "4.3", "Encourage and facilitate participation in social, cultural, spiritual activities, using existing and potential new networks and as per the person’s preferences." ], [ "4.4", "Recognise aspects of supporting a person’s wellbeing outside scope of knowledge, skills and job role and seek appropriate support." ], [ "4.5", "Recognise variations to a person’s wellbeing and report according to organisational policies and procedures." ], [ "4.6", "Confirm any cultural or financial issues impacting on the person’s wellbeing." ], [ "4.7", "Determine the person’s risk and protective factors in relation to mental health." ], [ "4.8", "Recognise and report possible indicators of abuse or neglect and report according to organisational policies and procedures." ], [ "4.9", "Recognise situations beyond scope of own job role and report to the relevant person." ] ] }, "performance_evidence": [ "safely support at least three people to enhance independence and wellbeing.", "perform 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." ], "knowledge_evidence_full": [ "basic human needs:.", "physical.", "psychological.", "spiritual.", "cultural.", "sexual.", "concept of self-actualisation.", "human development across the lifespan.", "wellbeing:.", "physical.", "psychological.", "social.", "spiritual.", "cultural.", "financial.", "career and occupation.", "individual differences, how these may be interrelated and impact on support provided.", "basic requirements for good health for the person:.", "mental health.", "nutrition and hydration.", "exercise.", "hygiene.", "lifestyle.", "oral health.", "mental health issues and risk and protective factors.", "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.", "indications of neglect or abuse:.", "physical.", "sexual.", "psychological.", "financial.", "reporting requirements for suspected abuse situations.", "service delivery models and standards.", "relevant funding models.", "issues that impact health and wellbeing.", "impacts of community values and attitudes, including myths and stereotypes.", "issues surrounding sexuality and sexual expression.", "indicators of emotional concerns and issues.", "support strategies, resources and networks.", "legal and ethical requirements and how these are applied in an organisation and individual practice:.", "duty of care.", "dignity of risk.", "human rights.", "discrimination.", "mandatory reporting.", "privacy, confidentiality and disclosure.", "work role boundaries, responsibilities and limitations." ], "assessment_conditions_full": [ "Skills must be demonstrated in a relevant workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. Where simulation is used it must reflect real working conditions and contingencies by modelling industry operating conditions and contingencies, as well as using suitable facilities, equipment and resources, including:\n• individualised plans and any relevant equipment outlined in the plan\n• modelling of industry operating conditions including real interactions with the person and their families or carers.\nAssessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors." ], "lessons": [ [ "CHCCCS040-L1", "Support independence and wellbeing: Purpose, scope and person-centred foundations" ], [ "CHCCCS040-L2", "Support independence and wellbeing: Rights, responsibilities and role boundaries" ], [ "CHCCCS040-L3", "Support independence and wellbeing: Communication, consultation and supported decision-making" ], [ "CHCCCS040-L4", "Support independence and wellbeing: Applied procedures, resources and risk controls" ], [ "CHCCCS040-L5", "Support independence and wellbeing: Monitoring, escalation, documentation and handover" ], [ "CHCCCS040-L6", "Support independence and wellbeing: Integrated workplace application and reflective review" ] ], "missions": [ [ "CHCCCS040-M1: Plan the support", "Review the person, plan, context and risks; confirm preferences, role boundaries, resources and who must be involved." ], [ "CHCCCS040-M2: Respond in practice", "Make a sequence of person-centred decisions in a realistic changing support situation, including communication, safety and escalation." ], [ "CHCCCS040-M3: Record, hand over and improve", "Create an objective record and targeted handover, obtain feedback, identify gaps and choose the next action." ] ], "source_url": "https://training.gov.au/Training/Details/CHCCCS040" }, { "code": "CHCCCS041", "title": "Recognise healthy body systems", "group": "Core", "release": "R1", "hours": 60, "hour_split": { "facilitated": 21, "guided_practice": 18, "independent": 12, "assessment": 9 }, "elements": { "Work with information about the human body.": [ [ "1.1", "Use and interpret health terminology that describes the structure, function and location of major body systems." ], [ "1.2", "Use and interpret information that relates to the interrelationships between major components of body systems and other structures." ] ], "Recognise and promote ways to support healthy functioning of the body.": [ [ "2.1", "Review factors that contribute to maintenance of a healthy body." ], [ "2.2", "Evaluate how the relationships between different body systems affect and support healthy functioning." ], [ "2.3", "Use and share information about healthy functioning of the body when carrying out work tasks." ], [ "2.4", "Use information about healthy body systems to recognise changes in the person’s health status and physical condition and report to supervisor or health professional, according to organisational policies and procedures." ] ] }, "performance_evidence": [ "use information about the human body and its healthy functioning to carry out tasks in three different situations involving people who are ageing or living with disability." ], "knowledge_evidence_full": [ "basic structure, functions and interactions of body systems and associated components:.", "cells, tissues and organs.", "cardiovascular system.", "respiratory system.", "musculoskeletal system.", "endocrine system.", "digestive system.", "urinary system.", "renal system.", "reproductive system.", "integumentary system.", "lymphatic system.", "nervous system, including sensory systems, eye and ear.", "special senses including smell, taste, vision, equilibrium and hearing.", "immune system.", "processes, conditions and resources required by the body to support healthy functioning:.", "body regulation:.", "maintenance of body temperature.", "fluid and electrolyte balance including pH.", "elimination of wastes from the body.", "maintenance of blood pressure.", "protection from infection.", "physical activity including active and passive.", "impacts of ageing and disability.", "health status and physical condition:.", "common diseases that impact on body system functioning.", "indicators of changes.", "impacts of ageing and disability.", "impact on wellbeing.", "how and when to report and to whom.", "scope of job role in recognising and reporting changes in physical, psychological and mental health condition.", "indicators of body system issues, impacts of ageing and disability and procedures for how and when to report issues relating to:.", "continence.", "malnutrition.", "dehydration.", "weight regulation.", "oral health.", "appetite regulation.", "dysphagia.", "bowel health issues.", "bone health issues.", "food intolerance.", "skin integrity issues including wounds and pressure point injuries.", "dementia.", "cognitive changes.", "mental health.", "strategies to promote and maintain health and wellbeing:.", "nutrition.", "hydration.", "skin integrity.", "movement.", "social interaction.", "procedures for working with a multidisciplinary health team to implement individualised plans, including escalating concerns with and changes in a person’s status.", "relationship between nutrition and hygiene.", "impact of poor oral hygiene on nutrition.", "impact of poor oral hygiene on quality of life.", "recognising signs of oral pain.", "exercise and movement:.", "impact of restrictions on daily life.", "impacts of ageing and disability.", "common conditions:.", "physical disability.", "cognitive disability.", "intellectual disability.", "psychosocial disability.", "sensory disability.", "how to recognise change in the person from their normal to not normal:.", "physical change.", "mood change.", "pain and discomfort:.", "responses from people in pain.", "communication methods.", "pain scales.", "impacts of ageing and disability.", "basic medical terminology and abbreviations relevant to body systems.", "organisational policies and procedures for reporting." ], "assessment_conditions_full": [ "Skills must be demonstrated in the workplace or a simulated environment that reflects workplace conditions. Assessment must ensure access to:\n• facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies\n• health information for people who are ageing or living with disability.\nAssessment tasks for this unit must be developed in collaboration with a health professional and carried out according to standards and guidelines that apply to the health and community services industries. Further detail may be found in the CHC Training Package Companion Volume. Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors." ], "lessons": [ [ "CHCCCS041-L1", "Recognise healthy body systems: Purpose, scope and person-centred foundations" ], [ "CHCCCS041-L2", "Recognise healthy body systems: Rights, responsibilities and role boundaries" ], [ "CHCCCS041-L3", "Recognise healthy body systems: Communication, consultation and supported decision-making" ], [ "CHCCCS041-L4", "Recognise healthy body systems: Applied procedures, resources and risk controls" ], [ "CHCCCS041-L5", "Recognise healthy body systems: Monitoring, escalation, documentation and handover" ], [ "CHCCCS041-L6", "Recognise healthy body systems: Integrated workplace application and reflective review" ] ], "missions": [ [ "CHCCCS041-M1: Plan the support", "Review the person, plan, context and risks; confirm preferences, role boundaries, resources and who must be involved." ], [ "CHCCCS041-M2: Respond in practice", "Make a sequence of person-centred decisions in a realistic changing support situation, including communication, safety and escalation." ], [ "CHCCCS041-M3: Record, hand over and improve", "Create an objective record and targeted handover, obtain feedback, identify gaps and choose the next action." ] ], "source_url": "https://training.gov.au/Training/Details/CHCCCS041" }, { "code": "CHCCOM005", "title": "Communicate and work in health or community services", "group": "Core", "release": "R2", "hours": 55, "hour_split": { "facilitated": 19, "guided_practice": 16, "independent": 12, "assessment": 8 }, "elements": { "Communicate effectively with people.": [ [ "1.1", "Use verbal and non-verbal communication to enhance understanding and demonstrate respect." ], [ "1.2", "Communicate service information in a manner that is clear and easily understood." ], [ "1.3", "Confirm the person’s understanding." ], [ "1.4", "Listen to requests, clarify meaning and respond appropriately." ], [ "1.5", "Exchange information clearly in a timely manner and within confidentiality procedures." ] ], "Collaborate with colleagues.": [ [ "2.1", "Listen to, clarify and agree timeframes for carrying out workplace instructions." ], [ "2.2", "Identify lines of communication between organisation and other services." ], [ "2.3", "Use industry terminology correctly in verbal, written and digital communications." ], [ "2.4", "Follow communication protocols that apply to interactions with different people and lines of authority." ] ], "Address constraints to communication.": [ [ "3.1", "Identify early signs of potentially complicated or difficult situations and report according to organisation procedures." ], [ "3.2", "Identify actual constraints to effective communication and resolve using appropriate communication strategies and techniques." ], [ "3.3", "Use communication skills to avoid, defuse and resolve conflict situations." ] ], "Report problems to supervisor.": [ [ "4.1", "Comply with legal and ethical responsibilities and discuss difficulties with supervisor." ], [ "4.2", "Refer any breach or non adherence to standard procedures or adverse event to appropriate people." ], [ "4.3", "Refer issues impacting on achievement of employee, employer and/or client rights and responsibilities." ], [ "4.4", "Refer unresolved conflict situations to supervisor." ] ], "Complete workplace.": [ [ "5.1", "Complete documentation according to legal correspondence and documentation requirement and organisation procedures." ], [ "5.2", "Read workplace documents relating to role and clarify understanding with supervisor." ], [ "5.3", "Complete written and electronic workplace documents to organisation standards." ], [ "5.4", "Follow organisation communication policies and procedures for using digital media." ], [ "5.5", "Use clear, accurate and objective language when documenting events." ] ], "Contribute to continuous improvement.": [ [ "6.1", "Contribute to identifying and voicing improvements in work practices." ], [ "6.2", "Promote and model changes to improved work practices and procedures in accordance with organisation requirements." ], [ "6.3", "Seek feedback and advice from appropriate people on areas for skill and knowledge development." ], [ "6.4", "Consult with manager regarding options for accessing skill development opportunities and initiate action." ] ] }, "performance_evidence": [ "demonstrated effective communication skills in 3 different work situations.", "clarified workplace instructions and negotiated timeframes with 2 colleagues.", "responded appropriately to 3 different situations where communication constraints were present.", "completed 2 written or electronic workplace documents to organisation standards." ], "knowledge_evidence_full": [ "legal and ethical considerations in relation to communication:.", "privacy, confidentiality and disclosure.", "discrimination.", "duty of care.", "mandatory reporting.", "translation.", "informed consent.", "work role boundaries – responsibilities and limitations.", "child protection across all health and community services contexts, including duty of care when child is not the client, indicators of risk and adult disclosure.", "sources of information and the application of legal and ethical aspects of health and community services work.", "ethical decision making and conflicts of interest.", "principles of effective communication, including models, modes and types.", "communication techniques:.", "open ended questions, affirmations, reflections and summaries.", "difference between motivational interviewing and coercive approach.", "difference between collaboration and confrontation.", "influences on communication:.", "language.", "culture.", "religion.", "emotional state.", "disability.", "health.", "age.", "potential constraints to effective communication in health and community service contexts.", "health and community services industry terminology relating to role and service provision.", "importance of grammar, speed and pronunciation for verbal communication.", "when and how to use and recognise non-verbal communication.", "structure, function and interrelationships between different parts of the health and community service system.", "organisation structure and different models to support optimum client service:.", "principles underpinning person-centred service delivery.", "principles of rights-based service delivery.", "different roles and responsibilities of team.", "characteristics of multi-disciplinary teams and how they are used.", "relationships between different members of the health and community services workforces.", "role of support services.", "links and interrelationships with other services.", "funding environment.", "digital media and use in community services and health sector, including:.", "web.", "email.", "social media.", "podcast and videos.", "tablets and applications.", "newsletters and broadcasts.", "intranet." ], "assessment_conditions_full": [ "Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors." ], "lessons": [ [ "CHCCOM005-L1", "Communicate and work in health or community services: Purpose, scope and person-centred foundations" ], [ "CHCCOM005-L2", "Communicate and work in health or community services: Rights, responsibilities and role boundaries" ], [ "CHCCOM005-L3", "Communicate and work in health or community services: Communication, consultation and supported decision-making" ], [ "CHCCOM005-L4", "Communicate and work in health or community services: Applied procedures, resources and risk controls" ], [ "CHCCOM005-L5", "Communicate and work in health or community services: Monitoring, escalation, documentation and handover" ], [ "CHCCOM005-L6", "Communicate and work in health or community services: Integrated workplace application and reflective review" ] ], "missions": [ [ "CHCCOM005-M1: Plan the support", "Review the person, plan, context and risks; confirm preferences, role boundaries, resources and who must be involved." ], [ "CHCCOM005-M2: Respond in practice", "Make a sequence of person-centred decisions in a realistic changing support situation, including communication, safety and escalation." ], [ "CHCCOM005-M3: Record, hand over and improve", "Create an objective record and targeted handover, obtain feedback, identify gaps and choose the next action." ] ], "source_url": "https://training.gov.au/Training/Details/CHCCOM005" }, { "code": "CHCDIV001", "title": "Work with diverse people", "group": "Core", "release": "R1", "hours": 45, "hour_split": { "facilitated": 16, "guided_practice": 14, "independent": 8, "assessment": 7 }, "elements": { "Reflect on own perspectives.": [ [ "1.1", "Identify and reflect on own social and cultural perspectives and biases." ], [ "1.2", "Work with awareness of own limitations in self and social awareness." ], [ "1.3", "Use reflection to support own ability to work inclusively and with understanding of others." ], [ "1.4", "Identify and act on ways to improve own self and social awareness." ] ], "Appreciate diversity and inclusiveness, and their benefits.": [ [ "2.1", "Value and respect diversity and inclusiveness across all areas of work." ], [ "2.2", "Contribute to the development of work place and professional relationships based on appreciation of diversity and inclusiveness." ], [ "2.3", "Use work practices that make environments safe for all." ] ], "Communicate with people from diverse backgrounds and situations.": [ [ "3.1", "Show respect for diversity in communication with all people." ], [ "3.2", "Use verbal and non-verbal communication constructively to establish, develop and maintain effective relationships, mutual trust and confidence." ], [ "3.3", "Where a language barrier exists, use effective strategies to communicate in the most efficient way possible." ], [ "3.4", "Seek assistance from interpreters or other persons according to communication needs." ] ], "Promote understanding across diverse groups.": [ [ "4.1", "Identify issues that may cause communication misunderstandings or other difficulties." ], [ "4.2", "Where difficulties or misunderstandings occur, consider the impact of social and cultural diversity." ], [ "4.3", "Make an effort to sensitively resolve differences, taking account of diversity considerations." ], [ "4.4", "Address any difficulties with appropriate people and seek assistance when required." ] ] }, "performance_evidence": [ "undertaken a structured process to reflect on own perspectives on diversity.", "recognised and respected the needs of people from diverse social and cultural backgrounds in at least 3 different situations:.", "selected and used appropriate verbal and non verbal communication.", "recognised situations where misunderstandings may arise from diversity and formed appropriate responses." ], "knowledge_evidence_full": [ "concepts of cultural awareness, cultural safety and cultural competence and how these impact different work roles.", "concepts and definitions of diversity.", "own culture and the community attitudes, language, policies and structures of that culture and how they impact on different people and groups.", "features of diversity in Australia and how this impacts different areas of work and life:.", "political.", "social.", "economic.", "cultural.", "legal and ethical considerations (international, national, state/territory, local) for working with diversity, how these impact individual workers, and the consequences of breaches:.", "discrimination:.", "age.", "disability.", "racial.", "sex.", "human rights:.", "Universal declaration of human rights.", "relationship between human needs and human rights.", "frameworks, approaches and instruments used in the workplace.", "rights and responsibilities of workers, employers and clients, including appropriate action when rights are being infringed or responsibilities not being carried out.", "key areas of diversity and their characteristics, including:.", "culture, race, ethnicity.", "disability.", "religious or spiritual beliefs.", "gender, including transgender.", "intersex.", "generational.", "sexual orientation/sexual identity - lesbian, gay, bisexual, heterosexual.", "key aspects, and the diversity, of Australia’s Aboriginal and/or Torres Strait Islander cultures, including:.", "social, political and economic issues affecting Aboriginal and/or Torres Strait Islander people.", "own culture, western systems and structures and how these impact on Aboriginal and/or Torres Strait Islander people and their engagement with services.", "potential needs of marginalised groups, including:.", "protective factors.", "physical, mental and emotional health issues/care needs.", "consideration of impacts of discrimination, trauma, exclusion and negative attitudes.", "resources that support individuals and organisations to embrace and respond to diversity.", "language and cultural interpreters.", "imagery.", "influences and changing practices in Australia and their impact on the diverse communities that make up Australian society.", "impact of diversity practices and experiences on personal behaviour, interpersonal relationships, perception and social expectations of others." ], "assessment_conditions_full": [ "Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors." ], "lessons": [ [ "CHCDIV001-L1", "Work with diverse people: Purpose, scope and person-centred foundations" ], [ "CHCDIV001-L2", "Work with diverse people: Rights, responsibilities and role boundaries" ], [ "CHCDIV001-L3", "Work with diverse people: Communication, consultation and supported decision-making" ], [ "CHCDIV001-L4", "Work with diverse people: Applied procedures, resources and risk controls" ], [ "CHCDIV001-L5", "Work with diverse people: Monitoring, escalation, documentation and handover" ], [ "CHCDIV001-L6", "Work with diverse people: Integrated workplace application and reflective review" ] ], "missions": [ [ "CHCDIV001-M1: Plan the support", "Review the person, plan, context and risks; confirm preferences, role boundaries, resources and who must be involved." ], [ "CHCDIV001-M2: Respond in practice", "Make a sequence of person-centred decisions in a realistic changing support situation, including communication, safety and escalation." ], [ "CHCDIV001-M3: Record, hand over and improve", "Create an objective record and targeted handover, obtain feedback, identify gaps and choose the next action." ] ], "source_url": "https://training.gov.au/Training/Details/CHCDIV001" }, { "code": "CHCLEG001", "title": "Work legally and ethically", "group": "Core", "release": "R1", "hours": 50, "hour_split": { "facilitated": 18, "guided_practice": 15, "independent": 9, "assessment": 8 }, "elements": { "Identify and respond to legal requirements.": [ [ "1.1", "Identify, access and interpret sources of information about the legal requirements that apply to the work role." ], [ "1.2", "Identify the scope and nature of own legal rights and responsibilities." ], [ "1.3", "Adhere to legal requirements in work practice according to workplace policies and procedures and scope of role." ], [ "1.4", "Recognise potential or actual breaches and report according to organisation procedures." ] ], "Identify and meet ethical responsibilities.": [ [ "2.1", "Identify, access and interpret sources of information about the ethical responsibilities that apply to the work role." ], [ "2.2", "Identify the scope and nature of own ethical responsibilities." ], [ "2.3", "Meet ethical responsibilities according to workplace policies and protocols, and scope of role." ], [ "2.4", "Recognise potential ethical issues and dilemmas, and discuss with an appropriate person." ], [ "2.5", "Recognise own personal values and attitudes and take into account to ensure non-judgemental practice." ], [ "2.6", "Use effective problem solving techniques when exposed to competing value systems." ], [ "2.7", "Recognise unethical conduct and report to an appropriate person." ], [ "2.8", "Recognise potential and actual conflicts of interest and take appropriate action." ] ], "Contribute to workplace improvements.": [ [ "3.1", "Identify situations where work practices could be improved to meet legal and ethical responsibilities." ], [ "3.2", "Pro-actively share feedback with colleagues and supervisors." ], [ "3.3", "Identify and take opportunities to contribute to the review and development of policies and protocols." ] ] }, "performance_evidence": [ "completed workplace activities in accordance with legal and ethical requirements in at least 3 different situations.", "developed appropriate responses to at least 3 different legal or ethical issues relevant to the work role.", "identified and communicated at least 2 potential work practice improvements designed to enhance workplace responsiveness to legal and ethical requirements." ], "knowledge_evidence_full": [ "legal and ethical considerations (international, national, state/territory, local) for people working in the community services and health context, how they are applied in organisations, how these impact individual workers, and the consequences of breaches:.", "children in the workplace.", "codes of conduct.", "codes of practice.", "complaints management.", "continuing professional education.", "discrimination.", "dignity of risk.", "duty of care.", "human rights.", "Universal declaration of human rights.", "relationship between human needs and human rights.", "frameworks, approaches and instruments used in the workplace.", "informed consent.", "mandatory reporting.", "practice standards.", "practitioner/client boundaries.", "privacy, confidentiality and disclosure.", "policy frameworks.", "records management.", "rights and responsibilities of workers, employers and clients.", "industrial relations legislation relevant to employment conditions of role.", "specific legislation in the area of work – objectives and key components.", "work role boundaries – responsibilities and limitations.", "work health and safety.", "interrelationships, similarities and differences that may exist between legal and ethical frameworks.", "legal issues in the context of the work role:.", "type of legal issues that arise.", "ways to respond.", "ethical practice in the context of the work role:.", "type of ethical issues that arise.", "ways to respond.", "workplace policies, procedures and protocols:.", "how they are/should be developed.", "processes for review, including consultation and mechanisms for input." ], "assessment_conditions_full": [ "Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:\n• use of suitable facilities, equipment and resources, including:\n• current legislation, regulations and codes of practice\n• organisation policies, procedures and protocols\n• modelling of industry operating conditions, including presence of problem solving activities Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors." ], "lessons": [ [ "CHCLEG001-L1", "Work legally and ethically: Purpose, scope and person-centred foundations" ], [ "CHCLEG001-L2", "Work legally and ethically: Rights, responsibilities and role boundaries" ], [ "CHCLEG001-L3", "Work legally and ethically: Communication, consultation and supported decision-making" ], [ "CHCLEG001-L4", "Work legally and ethically: Applied procedures, resources and risk controls" ], [ "CHCLEG001-L5", "Work legally and ethically: Monitoring, escalation, documentation and handover" ], [ "CHCLEG001-L6", "Work legally and ethically: Integrated workplace application and reflective review" ] ], "missions": [ [ "CHCLEG001-M1: Plan the support", "Review the person, plan, context and risks; confirm preferences, role boundaries, resources and who must be involved." ], [ "CHCLEG001-M2: Respond in practice", "Make a sequence of person-centred decisions in a realistic changing support situation, including communication, safety and escalation." ], [ "CHCLEG001-M3: Record, hand over and improve", "Create an objective record and targeted handover, obtain feedback, identify gaps and choose the next action." ] ], "source_url": "https://training.gov.au/Training/Details/CHCLEG001" }, { "code": "HLTINF006", "title": "Apply basic principles and practices of infection prevention and control", "group": "Core", "release": "R1", "hours": 45, "hour_split": { "facilitated": 16, "guided_practice": 14, "independent": 8, "assessment": 7 }, "elements": { "Identify the role of infection prevention and control in the work setting.": [ [ "1.1", "Identify standards and guidelines relevant to own role and work setting." ], [ "1.2", "Identify infection risks and hazards associated with own role and work setting." ], [ "1.3", "Identify roles and responsibilities of self and others in relation to infection prevention and control." ], [ "1.4", "Identify control measures to minimise risk in accordance with relevant national standards and guidelines." ], [ "1.5", "Communicate effectively with others in relation to risk management." ], [ "1.6", "Record identified risks and risk management strategies within scope of own role." ] ], "Follow standard and transmission-based precautions for infection prevention and control in the work setting.": [ [ "2.1", "Implement personal hygiene practices in the work setting." ], [ "2.2", "Practice hand hygiene in accordance with national standards and guidelines." ], [ "2.3", "Follow current national standards and guidelines for selection and correct use of Personal Protection Equipment (PPE) as required." ], [ "2.4", "Follow procedures for environmental cleaning and management of waste." ], [ "2.5", "Identify and respond to situations where transmission-based precautions or enhanced cleaning is required." ] ], "Respond to potential and actual exposure to infection risks within scope of own role.": [ [ "3.1", "Identify, respond to and communicate potential or actual risk of, or breach in, infection control." ], [ "3.2", "Assess the risk and take appropriate immediate action in accordance with industry and organisational guidelines." ], [ "3.3", "Communicate any breach in infection control and risk management strategies in place to the supervisor, manager or responsible authority and seek advice on actions required following a breach in infection control." ], [ "3.4", "Implement control measures to minimise contamination of people, materials and equipment." ], [ "3.5", "Follow processes for management of spills and exposure to blood or body fluids." ], [ "3.6", "Document incidents and responses and report according to organisational policies and procedures." ], [ "3.7", "Ensure all records, materials and equipment are stored in a designated clean area." ] ] }, "performance_evidence": [ "implement precautions for infection prevention and control according to national standards and guidelines on three different occasions, each responding to a different identified infection risk, including:.", "carrying out hand hygiene procedures as relevant to the infection risk.", "selecting and using correct Personal Protective Equipment (PPE).", "using correct cleaning and waste management procedures.", "respond to three instances of exposure to infection risk, including:.", "at least one instance that involves management of exposure to blood or body fluids.", "documenting and reporting the incident and response.", "identifying and managing clean and contaminated zones." ], "knowledge_evidence_full": [ "established national standards and guidelines for the prevention and control of infection.", "types of infectious risks in the work environment and associated management to prevent and reduce harm.", "causes of infection, including:.", "classifications of microorganisms – bacteria, viruses, fungi, parasites.", "process of colonisation, infection and disease.", "transmission of infectious agents as per the chain of infection including:.", "infectious agent:.", "degree of pathogen exposure.", "reservoir:.", "people, animals and birds.", "other vectors.", "blood and body fluids.", "food, water and soil.", "waste generated: 2 July.", "portal of exit.", "transmission:.", "direct contact including contact, droplet and airborne.", "indirect contact including surface or object contamination, penetrating injuries and vectors (animal, insect or parasite).", "portal of entry.", "susceptible hosts:.", "factors that increase susceptibility to infection.", "personal hygiene practices:.", "personal care and cleanliness.", "use of clean clothing or uniform.", "management and laundering of work clothing.", "not attending work when ill.", "safe respiratory and cough etiquette.", "principles of hand hygiene:.", "hand care, including guidelines on maintaining intact skin, fingernails and jewellery or watches.", "hand hygiene procedures:.", "identifying when hand hygiene is required.", "identifying correct hand hygiene product.", "hand hygiene technique.", "procedure for applying alcohol-based hand rub.", "when to perform hand hygiene with soap and water rather than alcohol-based hand rub.", "precautions where there are breaks in the skin or skin conditions.", "5 moments of hand hygiene.", "safe and effective use of different types and grades of Personal Protective Equipment (PPE) including:.", "masks.", "gloves.", "protective eyewear and face shields.", "gowns and aprons.", "techniques and sequence for applying, fitting and removing PPE.", "preventing contamination while applying, wearing and removing PPE.", "safe disposal of PPE after use.", "cleaning procedures:.", "routine environment and equipment cleaning.", "enhanced cleaning.", "reprocessing of reusable equipment or instruments.", "managing a blood or body fluid spill generated: 2 July.", "management of linen and clothing.", "principles of asepsis relevant to the job role.", "waste management procedures:.", "disposal of general waste.", "safe handling and disposal of contaminated waste.", "safe handling and disposal of sharps.", "organisational policies and procedures for:.", "managing exposure incidents.", "recording and documenting risks and incidents.", "reporting risks and incidents.", "parties to whom reports may be made:.", "supervisor.", "general practitioner.", "health care professional.", "carer.", "responsible person.", "responsible authority." ], "assessment_conditions_full": [ "Skills must be demonstrated in the work setting with the addition of simulations and scenarios where the full range of contexts and situations cannot be provided in the work setting or may occur only rarely. Assessment must ensure use of suitable facilities, equipment and resources, including:\n• national standards and guidelines for infection prevention and control and hand hygiene\n• relevant Commonwealth state or territory legislation and industry frameworks\n• hand hygiene facilities and equipment\n• personal protective equipment\n• waste and waste disposal equipment\n• areas, equipment and supplies for cleaning\n• organisational policies and procedures.\nAssessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors." ], "lessons": [ [ "HLTINF006-L1", "Apply basic principles and practices of infection prevention and control: Purpose, scope and person-centred foundations" ], [ "HLTINF006-L2", "Apply basic principles and practices of infection prevention and control: Rights, responsibilities and role boundaries" ], [ "HLTINF006-L3", "Apply basic principles and practices of infection prevention and control: Communication, consultation and supported decision-making" ], [ "HLTINF006-L4", "Apply basic principles and practices of infection prevention and control: Applied procedures, resources and risk controls" ], [ "HLTINF006-L5", "Apply basic principles and practices of infection prevention and control: Monitoring, escalation, documentation and handover" ], [ "HLTINF006-L6", "Apply basic principles and practices of infection prevention and control: Integrated workplace application and reflective review" ] ], "missions": [ [ "HLTINF006-M1: Plan the support", "Review the person, plan, context and risks; confirm preferences, role boundaries, resources and who must be involved." ], [ "HLTINF006-M2: Respond in practice", "Make a sequence of person-centred decisions in a realistic changing support situation, including communication, safety and escalation." ], [ "HLTINF006-M3: Record, hand over and improve", "Create an objective record and targeted handover, obtain feedback, identify gaps and choose the next action." ] ], "source_url": "https://training.gov.au/Training/Details/HLTINF006" }, { "code": "HLTWHS002", "title": "Follow safe work practices for direct client care", "group": "Core", "release": "R2", "hours": 55, "hour_split": { "facilitated": 19, "guided_practice": 16, "independent": 12, "assessment": 8 }, "elements": { "Follow safe work practices for direct client care.": [ [ "1.1", "Follow workplace policies and procedures for safe work practices." ], [ "1.2", "Identify existing and potential hazards in the workplace, report them to designated persons, and record them according to workplace procedures." ], [ "1.3", "Identify any client-related risk factors or behaviours of concern, report them to designated persons, and record them according to workplace procedures." ], [ "1.4", "Follow workplace policies and procedures to minimise risk." ], [ "1.5", "Identify and report incidents and injuries to designated persons according to workplace procedures." ] ], "Follow safe work practices for manual handling.": [ [ "2.1", "Follow manual handling procedures and work instructions for minimising manual handling risk." ], [ "2.2", "Identify manual handling hazards and report in line with workplace procedures." ], [ "2.3", "Apply control measures for minimising manual handling risk." ] ], "Follow safe work practices for infection control.": [ [ "3.1", "Follow standard precautions as part of own work routine to prevent the spread of infection." ], [ "3.2", "Recognise situations when additional infection control procedures are required." ], [ "3.3", "Apply additional precautions when standard precautions alone may not be sufficient to prevent transmission of infection." ], [ "3.4", "Identify risks of infection and report them according to workplace procedures." ] ], "Contribute to safe work practices in the workplace.": [ [ "4.1", "Raise WHS issues with designated persons according to organisational procedures." ], [ "4.2", "Participate in workplace safety meetings, inspections and consultative activities." ], [ "4.3", "Contribute to the development and implementation of safe workplace policies and procedures in own work area." ] ], "Reflect on own safe work practices.": [ [ "5.1", "Identify ways to maintain currency of safe work practices in regards to workplace systems, equipment and processes in own work role." ], [ "5.2", "Reflect on own levels of stress and fatigue, and report to designated persons according to workplace procedures." ], [ "5.3", "Participate in workplace debriefing to address individual needs." ] ] }, "performance_evidence": [ "contributed to a workplace WHS meeting or inspection.", "conducted a workplace risk assessment and recorded the results.", "consistently applied workplace safety procedures in the day-to-day work activities required by the job role, including:.", "infection control.", "hazardous manual tasks.", "use of personal protective equipment.", "reporting incidents.", "followed workplace procedures for at least one simulated emergency situation." ], "knowledge_evidence_full": [ "state/territory legislation and how it impacts on workplace regulations, codes of practice and industry standards, including:.", "state/territory WHS authorities.", "rights and responsibilities of employers and workers, including duty of care.", "hazardous manual tasks.", "infection control.", "safety symbols and their meanings, including signs for:.", "poisons.", "emergency equipment.", "personal protective equipment (PPE).", "specific hazards such as sharps, radiation.", "hazard identification, including:.", "definition of a hazard.", "common workplace hazards relevant to the industry setting including hazardous manual tasks, infection control risks and personal safety risks.", "workplace procedures for hazard identification.", "strategies minimising risk.", "safety considerations when working in a home-based environment, including:.", "rights and responsibilities of workers and clients.", "basic home fire safety including high-risk groups, behaviour that contributes to fire injury and fatalities, and smoke alarm placement, installation and maintenance.", "risks to personal safety.", "common sources of infection and means to minimise transfer of infectious diseases.", "fundamentals of the muscoskeletal system and practices to minimise injury to self and clients.", "workplace emergency procedures.", "workplace policies and procedures for WHS." ], "assessment_conditions_full": [ "Skills must be demonstrated:\n• in the workplace\nOR\n• in an environment that provides realistic in-depth industry validated scenarios and simulations to assess candidates’ skills and knowledge.\nIn addition, assessment must ensure use of:\n• current workplace policies and procedures for WHS\n• PPE relevant to the workplace and job role of the worker Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors." ], "lessons": [ [ "HLTWHS002-L1", "Follow safe work practices for direct client care: Purpose, scope and person-centred foundations" ], [ "HLTWHS002-L2", "Follow safe work practices for direct client care: Rights, responsibilities and role boundaries" ], [ "HLTWHS002-L3", "Follow safe work practices for direct client care: Communication, consultation and supported decision-making" ], [ "HLTWHS002-L4", "Follow safe work practices for direct client care: Applied procedures, resources and risk controls" ], [ "HLTWHS002-L5", "Follow safe work practices for direct client care: Monitoring, escalation, documentation and handover" ], [ "HLTWHS002-L6", "Follow safe work practices for direct client care: Integrated workplace application and reflective review" ] ], "missions": [ [ "HLTWHS002-M1: Plan the support", "Review the person, plan, context and risks; confirm preferences, role boundaries, resources and who must be involved." ], [ "HLTWHS002-M2: Respond in practice", "Make a sequence of person-centred decisions in a realistic changing support situation, including communication, safety and escalation." ], [ "HLTWHS002-M3: Record, hand over and improve", "Create an objective record and targeted handover, obtain feedback, identify gaps and choose the next action." ] ], "source_url": "https://training.gov.au/Training/Details/HLTWHS002" }, { "code": "CHCAGE011", "title": "Provide support to people living with dementia", "group": "Group A – Ageing", "release": "R1", "hours": 70, "hour_split": { "facilitated": 24, "guided_practice": 21, "independent": 15, "assessment": 10 }, "elements": { "Prepare to provide support to people living with dementia.": [ [ "1.1", "Read individualised plan and familiarise self with the specific needs and preferences of the person living with dementia." ], [ "1.2", "Apply person-centred care approaches to all interactions with the person living with dementia." ], [ "1.3", "Communicate with the person, their family, carer or others identified by the person, to provide and maintain a stable and familiar environment that supports the person’s wellbeing." ], [ "1.4", "Recognise and refer situations outside scope of own role to supervisor or health professional." ], [ "1.5", "Recognise signs consistent with abuse or neglect of the person and report according to legislative requirements and organisational policies and procedures." ] ], "Use effective communication strategies.": [ [ "2.1", "Communicate in a supportive manner that respects the person’s needs, rights and preferences and upholds their dignity." ], [ "2.2", "Support engagement of the person living with dementia using verbal and non-verbal communication strategies." ], [ "2.3", "Provide reassurance and use validation strategies with the person to relieve distress and agitation." ], [ "2.4", "Communicate with families and carers in a supportive manner to provide care information and opportunities for discussion." ] ], "Support the person to participate in activities according to the individualised plan.": [ [ "3.1", "Work with the person living with dementia, their family, carer or others identified by the person to develop an understanding of the person’s likes, dislikes, strengths and interests." ], [ "3.2", "Encourage the person to engage in activities that support ongoing independence according to their changing needs and preferences." ], [ "3.3", "Access information about the person’s reminiscences and routines from the person, their family, carer or others identified by the person, to inform activities that reflect the person’s preferences and provide pleasurable experiences." ], [ "3.4", "Assist the person to maintain dignity of risk, while balancing duty of care." ], [ "3.5", "Support the person’s use of assistive technologies relevant to the activity, according to their individual needs." ] ], "Use a strengths-based approach to meet the person’s needs.": [ [ "4.1", "Refer to the individualised plan to gain awareness of identified behaviour and potential triggers." ], [ "4.2", "Recognise changes in behaviour of the person living with dementia that indicate stressors including un-met needs." ], [ "4.3", "Use knowledge of the person to determine strategies to reduce stressors and meet their needs." ], [ "4.4", "Implement identified strategies to reduce the likelihood of adverse outcomes for the person and others." ] ], "Complete documentation.": [ [ "5.1", "Observe and document any changes in behaviour of the person living with dementia and report to supervisor." ], [ "5.2", "Complete, maintain and store documentation according to legislative requirements and organisational policies and procedures." ] ] }, "performance_evidence": [ "provide support according to an individualised plan, to two different people living with dementia, including:.", "using a person-centred approach to support, that upholds the rights and dignity of the person.", "using of communication strategies tailored to the needs of the person.", "supporting activities that meet the person’s needs.", "using strategies to minimise adverse outcomes associated with changed behaviour specific to the person, which may impact the person or others.", "completing reports and documentation." ], "knowledge_evidence_full": [ "awareness of current research on dementia.", "types and causes of dementia, including but not limited to:.", "Alzheimer’s disease.", "vascular dementia or multi- infarct dementia.", "Lewy bodies.", "excessive alcohol intake or Korsakoff Syndrome.", "frontotemporal lobar degeneration (FLTD).", "Huntington’s disease.", "Parkinson’s disease.", "younger onset dementia.", "dementia as a progressive neurological condition, including pathological features:.", "amyloid plaques.", "neurofibrillary tangles.", "loss of connection between cells and cell death.", "common indicators and symptoms of dementia.", "potential interventions and proactive strategies that may be used to address identified behaviour:.", "identification of triggers.", "behaviour as an indicator of unmet needs.", "impact of environment.", "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.", "processes for recognising and reporting indicators of injury, infection, illness and pain and the impact on the person’s behaviour.", "progression of dementia and potential impact on the person living with dementia and their family and carer, including but not limited to:.", "depression.", "loss and grieving.", "anger or aggression toward carer, family or others.", "despair.", "delirium.", "social embarrassment.", "dysphagia.", "loss of speech and cognition.", "loss of inhibition.", "isolation.", "self-harm.", "social devaluation.", "suicidal ideation.", "psychosocial implications of the progression of dementia for the person, including but not limited to:.", "accommodation.", "financial implications.", "isolation.", "heightened vulnerability to abuse and exploitation.", "principles of a person-centred approach to support activities which:.", "enhance self-esteem and pleasure.", "minimise boredom.", "create a sense of personal value and self-worth.", "the impact of the environment on supporting a person living with dementia to interact and engage.", "forms of abuse, neglect and exploitation.", "methods to engage with the person living with dementia:.", "verbal and non-verbal communication strategies.", "culturally sensitive and safe communication strategies.", "reality orientation.", "reassuring words, phrases and body language.", "validation:.", "acceptance of the person’s reality.", "acknowledgement.", "accepting expressions of distress.", "reminiscence.", "types of stressors and their impact, including but not limited to:.", "physical:.", "infection.", "nutrition and dehydration.", "continence.", "pain.", "environmental.", "accumulated.", "cumulative.", "role of assistive technologies in supporting a person’s life activities:.", "maintaining and promoting independence.", "enabling inclusion and participation.", "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 area management.", "carer support.", "legal and ethical considerations for working with people living with dementia:.", "duty of care.", "dignity of risk.", "human rights.", "relevant codes of conduct.", "legislative and statutory requirements for reporting.", "privacy, confidentiality and disclosure.", "mandatory reporting.", "work health and safety.", "organisational policies and procedures for:.", "reporting and documentation, including the importance of accurate, objective and appropriately detailed records.", "storage of information.", "referrals." ], "assessment_conditions_full": [ "Skills must be demonstrated in the workplace, with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe, impractical or threaten the dignity of the person living with dementia. Assessment must ensure access to:\n• individualised plans for the support of people living with dementia that reflect a range of dementia symptoms and identified behaviour and support services\n• facilities, equipment and resources relevant to individualised plans that are used when supporting people living with dementia\n• legislative and statutory instruments related to reporting\n• organisational policies and procedures\n• opportunities for engagement with people living with dementia and their family, carer or others identified by the person and others involved in service provision.\nAssessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors." ], "lessons": [ [ "CHCAGE011-L1", "Provide support to people living with dementia: Purpose, scope and person-centred foundations" ], [ "CHCAGE011-L2", "Provide support to people living with dementia: Rights, responsibilities and role boundaries" ], [ "CHCAGE011-L3", "Provide support to people living with dementia: Communication, consultation and supported decision-making" ], [ "CHCAGE011-L4", "Provide support to people living with dementia: Applied procedures, resources and risk controls" ], [ "CHCAGE011-L5", "Provide support to people living with dementia: Monitoring, escalation, documentation and handover" ], [ "CHCAGE011-L6", "Provide support to people living with dementia: Integrated workplace application and reflective review" ] ], "missions": [ [ "CHCAGE011-M1: Plan the support", "Review the person, plan, context and risks; confirm preferences, role boundaries, resources and who must be involved." ], [ "CHCAGE011-M2: Respond in practice", "Make a sequence of person-centred decisions in a realistic changing support situation, including communication, safety and escalation." ], [ "CHCAGE011-M3: Record, hand over and improve", "Create an objective record and targeted handover, obtain feedback, identify gaps and choose the next action." ] ], "source_url": "https://training.gov.au/Training/Details/CHCAGE011" }, { "code": "CHCAGE013", "title": "Work effectively in aged care", "group": "Group A – Ageing", "release": "R1", "hours": 55, "hour_split": { "facilitated": 19, "guided_practice": 16, "independent": 12, "assessment": 8 }, "elements": { "Meet job role requirements.": [ [ "1.1", "Identify own job role requirements from reading position description." ], [ "1.2", "Discuss own job role requirements with supervisor to clarify and confirm job role scope and expectations." ], [ "1.3", "Recognise and refer work tasks outside own job role scope to appropriate person according to organisational reporting policies and procedures." ] ], "Work within organisational requirements.": [ [ "2.1", "Comply with professional conduct requirements." ], [ "2.2", "Comply with legal and human rights framework requirements relevant to aged care work." ], [ "2.3", "Communicate and cooperate with interdisciplinary team members." ], [ "2.4", "Use digital technology to access and share workplace information." ] ], "Work within an aged care context.": [ [ "3.1", "Read individualised plans to identify tasks." ], [ "3.2", "Use person-centred communication techniques when carrying out work tasks." ], [ "3.3", "Seek consent from the person, their family, carer or others identified by the person before commencing care activities." ], [ "3.4", "Recognise signs of abuse and report according to organisational policies and procedures." ], [ "3.5", "Record, maintain and store workplace information according to organisational record keeping procedures, and privacy and confidentiality requirements." ] ], "Implement self-care strategies.": [ [ "4.1", "Monitor own stress level when working with people receiving care." ], [ "4.2", "Use self-care strategies and seek support if required according to organisational policies and procedures." ] ] }, "performance_evidence": [ "undertake work providing care to at least one person in an aged care work context that involves each of the following on at least one occasion:.", "person-centred communication.", "identifying tasks from individualised plan.", "recognising scope of own job role and referrals.", "complying with professional conduct requirements.", "recognising and reporting signs of abuse.", "seeking consent for care activities.", "working with inter-disciplinary team members.", "engaging with people and organisation using technology.", "completing workplace reports and checklists.", "maintenance and storage of workplace information.", "meeting privacy and confidentiality requirements." ], "knowledge_evidence_full": [ "support practices:.", "person-centred approaches including upholding autonomy, supporting the person to exercise choice and the person’s right to self-determination.", "duty of care.", "dignity of risk.", "risk areas for abuse and systemic issues.", "types of abuse.", "delegation and supervision requirements by health professionals including nurses.", "legal and human rights frameworks:.", "role of safeguarding bodies.", "role of national and State/Territory legislation.", "role of Office of the Health Ombudsman.", "mandatory reporting.", "privacy and confidentiality of information.", "concepts of consent:.", "informed.", "un-informed.", "industry standards and industry standards body relevant to aged care services.", "attitudes and stereotypes:.", "paternalism.", "ageism.", "stigma.", "common misconceptions.", "dangers of values judgements regarding perceived quality of life.", "key philosophies and concepts:.", "person-centred approaches.", "contemporary view of aged care.", "difference between care and support.", "empowerment of the person receiving care.", "social role valorisation.", "risks associated with segregating and congregating older people.", "industry context:.", "job roles in the aged care sector and scope of practice.", "reporting lines and delegations including working under supervision.", "roles of interdisciplinary team members.", "key organisations within the sector.", "funding and accreditation systems.", "cultural diversity, the cultural competency requirement of the role and respect for differences.", "key issues facing aged care and community support in Australia.", "psychosocial disability:.", "impact on the person’s life.", "differences between psychosocial disability and mental health.", "episodic nature and additional or alternate supports that may be required during different periods.", "ways in which psychosocial disability interacts with other disabilities.", "individualised plans including purpose and key contents.", "current terminology used in aged care.", "risk assessment framework in terms of:.", "personal care worker role.", "working in a person’s home.", "assisting a person to engage outside of their regular setting.", "planning an activity.", "medication safety.", "restrictive practices:.", "types of restrictive practices.", "parameters for use." ], "assessment_conditions_full": [ "Skills must be demonstrated in the workplace or a simulated environment that reflects workplace conditions in the aged care sector. Assessment must ensure access to:\n• facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies.\nAssessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors." ], "lessons": [ [ "CHCAGE013-L1", "Work effectively in aged care: Purpose, scope and person-centred foundations" ], [ "CHCAGE013-L2", "Work effectively in aged care: Rights, responsibilities and role boundaries" ], [ "CHCAGE013-L3", "Work effectively in aged care: Communication, consultation and supported decision-making" ], [ "CHCAGE013-L4", "Work effectively in aged care: Applied procedures, resources and risk controls" ], [ "CHCAGE013-L5", "Work effectively in aged care: Monitoring, escalation, documentation and handover" ], [ "CHCAGE013-L6", "Work effectively in aged care: Integrated workplace application and reflective review" ] ], "missions": [ [ "CHCAGE013-M1: Plan the support", "Review the person, plan, context and risks; confirm preferences, role boundaries, resources and who must be involved." ], [ "CHCAGE013-M2: Respond in practice", "Make a sequence of person-centred decisions in a realistic changing support situation, including communication, safety and escalation." ], [ "CHCAGE013-M3: Record, hand over and improve", "Create an objective record and targeted handover, obtain feedback, identify gaps and choose the next action." ] ], "source_url": "https://training.gov.au/Training/Details/CHCAGE013" }, { "code": "CHCPAL003", "title": "Deliver care services using a palliative approach", "group": "Group A – Ageing", "release": "R1", "hours": 60, "hour_split": { "facilitated": 21, "guided_practice": 18, "independent": 12, "assessment": 9 }, "elements": { "Apply principles and aims of a palliative approach when supporting people.": [ [ "1.1", "Recognise the holistic needs of the person extending over time, not just end-of-life." ], [ "1.2", "Support the person, their family, carer and others identified by the person to express needs and preferences and report information to supervisor." ], [ "1.3", "Communicate with the person, their family, carer and others identified by the person in relation to the person’s quality-of-life, pain and comfort and report information to supervisor." ], [ "1.4", "Adjust communication techniques to meet the individual needs of the person and their family, carer and others identified by the person." ], [ "1.5", "Respect the family, carer and others identified by the person as an integral part of the care team and ensure that they have the information and support needed." ] ], "Respect the person’s preferences for quality-of-life choices.": [ [ "2.1", "Create a supportive environment that encourages the person, their family, carer and others identified by the person to share information regarding changing needs and preferences." ], [ "2.2", "Respect the person’s individuality, values and beliefs in the context of support provision." ], [ "2.3", "Recognise needs and issues outside the scope of own job role and refer to supervisor." ], [ "2.4", "Communicate with the person, their family, carer or others identified by the person in a manner that shows empathy and provides emotional support." ] ], "Follow the person’s advance care directives in the individualised plan.": [ [ "3.1", "Interpret and follow advance care directives in the individualised plan in accordance with own job role and organisational, legal and ethical requirements." ], [ "3.2", "Comply with end-of-life decisions as documented in the individualised plan and in accordance with legal requirements." ], [ "3.3", "Report the person’s changing needs and issues in relation to end-of-life for documentation in the individualised plan according to organisational policies and procedures." ], [ "3.4", "Monitor the impact of the person’s end-of-life needs, issues and decisions on their family, carer and others and refer to appropriate member of the care team for support according to organisational policies and procedures." ], [ "3.5", "Deliver services in a manner that supports the person’s right to choose the location of their end-of-life care." ] ], "Respond to signs of pain and other symptoms.": [ [ "4.1", "Observe and document the person’s pain and other symptoms in line with individualised plan and report to appropriate member of the care team." ], [ "4.2", "Implement strategies to manage pain and promote comfort in line with individualised plan and within scope of own job role." ], [ "4.3", "Document effectiveness of pain management strategies." ], [ "4.4", "Recognise and report concerns in the workplace surrounding the use of pain-relieving medication." ] ], "Follow end-of-life care strategies.": [ [ "5.1", "Regularly check for any changes on individualised plan that indicate decisions made by the person have been reviewed." ], [ "5.2", "Provide a supportive environment to the person, their family, carer, others identified by the person and others involved in end-of-life care." ], [ "5.3", "Respect and support the person’s preferences and culture when providing end-of-life care according to individualised plan and within scope of own job role." ], [ "5.4", "Maintain dignity of the person when providing planned end-of-life care and care immediately following death." ], [ "5.5", "Recognise any signs of the person’s deterioration or imminent death and dying and report to appropriate member of care team, according to organisational policies and procedures." ], [ "5.6", "Provide emotional support to the family, carer and others when a death has occurred, within scope of own job role." ] ], "Manage own emotional responses and ethical issues.": [ [ "6.1", "Follow organisational policies and procedures to manage own emotional responses and ethical issues." ], [ "6.2", "Identify and reflect on own emotional responses to death and dying and raise and discuss any issues or reactions with supervisor or other appropriate person." ], [ "6.3", "Raise any ethical issues or concerns with supervisor or other appropriate person." ], [ "6.4", "Determine and action self-care strategies to address the potential impact of personal responses on self." ], [ "6.5", "Access bereavement care and support of other team members as needed." ] ] }, "performance_evidence": [ "support, report and document issues and needs of three people receiving palliative care, including:.", "supporting the person’s needs and preferences in relation to their care.", "responding to changing needs and circumstances in the person’s care.", "providing emotional support to the person, their family or carer as required.", "completing documentation in a timely, accurate and objective manner according to organisational policies and procedures.", "at least one of the above people must be receiving end-of-life care.", "reflect on own emotional responses to death and dying and discuss with supervisor on at least one occasion." ], "knowledge_evidence_full": [ "philosophy, principles, benefits and scope of palliative care.", "the needs of people dealing with a life-limiting illness and the emotional impact of diagnosis.", "cultural, religious and spiritual differences in relation to death and dying.", "impact of unconscious bias when providing care.", "the stages of grief and personal strategies for managing reactions to grief.", "role and purpose of advance care directives.", "end-of-life care strategies.", "pain relief and comfort promotion.", "process to seek clarification and guidance from health professional regarding pain relief and comfort provision.", "psychological and emotional impact on the person, their family, carer and others during palliative or end of life care.", "nutritional and hydration requirements when using a palliative approach.", "legal and ethical considerations for working in palliative care:.", "dignity of risk.", "duty of care.", "human rights.", "privacy, confidentiality and disclosure.", "work role boundaries, responsibilities and limitations.", "State/Territory legislation relating to Voluntary Assisted Dying.", "organisational policies and procedures for providing care using a palliative approach and provision of palliative care.", "processes for managing own emotional responses including self-care strategies.", "various signs of imminent death and deterioration.", "processes for care of the deceased person’s body, including:.", "the person’s preferences:.", "cultural.", "spiritual and religious.", "infection control.", "support for the family and others.", "handling of personal effects and belongings.", "awareness of State/Territory medico-legal requirements and processes.", "documentation requirements.", "communication strategies to build trust, show empathy, demonstrate support and empower the person, their family, carer and others." ], "assessment_conditions_full": [ "Skills must be demonstrated in the workplace or a simulated environment that reflects workplace conditions. Provision of support for a person in end-of-life care as outlined in the performance criteria must be completed in a simulated environment. Assessment must ensure access to:\n• facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies\n• organisational policies and procedures\n• individualised plans\n• equipment and resources outlined in individualised plans\n• opportunities for engagement with people in palliative or end-of-life care or people who participate in simulations and scenarios that involve provision of palliative or end-of-life care in a range of contexts.\nAssessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors." ], "lessons": [ [ "CHCPAL003-L1", "Deliver care services using a palliative approach: Purpose, scope and person-centred foundations" ], [ "CHCPAL003-L2", "Deliver care services using a palliative approach: Rights, responsibilities and role boundaries" ], [ "CHCPAL003-L3", "Deliver care services using a palliative approach: Communication, consultation and supported decision-making" ], [ "CHCPAL003-L4", "Deliver care services using a palliative approach: Applied procedures, resources and risk controls" ], [ "CHCPAL003-L5", "Deliver care services using a palliative approach: Monitoring, escalation, documentation and handover" ], [ "CHCPAL003-L6", "Deliver care services using a palliative approach: Integrated workplace application and reflective review" ] ], "missions": [ [ "CHCPAL003-M1: Plan the support", "Review the person, plan, context and risks; confirm preferences, role boundaries, resources and who must be involved." ], [ "CHCPAL003-M2: Respond in practice", "Make a sequence of person-centred decisions in a realistic changing support situation, including communication, safety and escalation." ], [ "CHCPAL003-M3: Record, hand over and improve", "Create an objective record and targeted handover, obtain feedback, identify gaps and choose the next action." ] ], "source_url": "https://training.gov.au/Training/Details/CHCPAL003" }, { "code": "CHCDIS011", "title": "Contribute to ongoing skills development using a strengths-based approach", "group": "Group B – Disability", "release": "R1", "hours": 75, "hour_split": { "facilitated": 26, "guided_practice": 22, "independent": 16, "assessment": 11 }, "elements": { "Contribute to skills assessment.": [ [ "1.1", "Observe the person with disability’s skills and competencies in a manner that respects their rights and upholds their dignity." ], [ "1.2", "Support the engagement of family, carer or others identified by the person in the skills assessment." ], [ "1.3", "Record all observations accurately and objectively in consultation with supervisor, using terms that can be clearly understood." ], [ "1.4", "Provide feedback to supervisor about changes in the person’s demonstration of skills in different environments and changes in the person’s status likely to impact on skills development." ] ], "Assist with ongoing skills development according to individualised plan.": [ [ "2.1", "Interpret skills development strategies identified in the individualised plan." ], [ "2.2", "Work with the person with disability to identify skills and plan for skills development." ], [ "2.3", "Work with the person to identify personal strengths and goals for ongoing skill development." ], [ "2.4", "Assist the person to identify resources to complement strengths." ], [ "2.5", "Provide the person with information, skills and support to engage in activities according to their needs and preferences." ], [ "2.6", "Support the person to mobilise strengths and to encourage ongoing development and application of skills for personal development." ], [ "2.7", "Provide constructive feedback to the person in a respectful manner that recognises their rights and upholds their dignity." ], [ "2.8", "Acknowledge and discuss difficulties identified in implementing skills development activities with the person and others." ], [ "2.9", "Monitor strategies to determine effectiveness and level of engagement in activities in consultation with supervisor." ] ], "Support incidental learning opportunities to enhance skills development.": [ [ "3.1", "Provide encouragement in real-life situations that can act as potential, informal or incidental learning opportunities." ], [ "3.2", "Use positive approaches and strategies to promote enjoyment and maximise engagement." ], [ "3.3", "Adapt support in consultation with the person, their chosen support people and supervisor, to maximise independence and experiential learning." ] ], "Complete documentation.": [ [ "4.1", "Complete reports according to organisational policies and procedures." ], [ "4.2", "Complete, maintain and store documentation according to organisational policies and procedures." ], [ "4.3", "Comply with the person’s right to access their records." ] ] }, "performance_evidence": [ "contribute to ongoing skills development, using a strengths-based approach, for at least three people with disability according to their individualised plan, two in simulation and one in the workplace, including:.", "identifying existing skills, preferences and goals of the person and strategies and resources to employ to meet their goals.", "using positive approaches and strategies that upholds the dignity and respects the rights of the person.", "supporting the involvement of the person’s carer or family.", "providing feedback to the person.", "monitoring strategies and adapting support to meet changing needs of the person, in consultation with the person and others.", "completing reports and documentation according to organisational policies and procedures." ], "knowledge_evidence_full": [ "current practices, philosophies and theories relevant to skills development using a strengths-based approach:.", "human rights framework of service.", "impact of social devaluation on a person’s quality of life.", "competency and image enhancement as a means of addressing devaluation.", "practices which focus on the individual person.", "strengths-based practice.", "positive behaviour support.", "active support.", "person-centred practice.", "community education and capacity building.", "social and emotional wellbeing frameworks.", "concepts of vulnerability, power, independence and interdependence generated: 8 January.", "roles and responsibilities of people involved in provision of disability support:.", "support worker.", "supervisor.", "carer.", "family.", "health professionals.", "concepts of individual and structural discrimination.", "assessment processes relating to ongoing skills development.", "assessments processes and protocols used by the organisation or service.", "communication needs, strategies and resources.", "strategies for consulting with the person and others.", "strategies and techniques for advocating on behalf of the person with disability.", "principles of access and equity.", "legal and ethical considerations for working with people with disability:.", "duty of care.", "dignity of risk.", "human rights, including the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD).", "privacy, confidentiality and disclosure.", "tools, equipment and other resources used in the learning process.", "teaching and learning strategies.", "strategies for identifying and maximising informal learning opportunities.", "services and resources available to people with special needs.", "prompting, principles of prompting and fading prompting.", "strategies to create independence.", "reinforcing techniques and when and how to use them.", "motivators, de-motivators and blocks to learning.", "incidental learning and the importance of recognising opportunities for learning.", "organisational policies and procedures for:.", "documentation, including the importance of timely, accurate, objective and detailed records.", "storage of information." ], "assessment_conditions_full": [ "All aspects of the performance evidence must be demonstrated using simulation prior to being demonstrated in the workplace, as outlined in the performance evidence. Assessment must ensure access to:\n• facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies\n• organisational policies and procedures generated: 8 January\n• individualised plans\n• equipment and resources outlined in individualised plans\n• opportunities for engagement with people with disability or people who participate in simulations and scenarios that involve provision of disability support in a range of contexts.\nAssessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors." ], "lessons": [ [ "CHCDIS011-L1", "Contribute to ongoing skills development using a strengths-based approach: Purpose, scope and person-centred foundations" ], [ "CHCDIS011-L2", "Contribute to ongoing skills development using a strengths-based approach: Rights, responsibilities and role boundaries" ], [ "CHCDIS011-L3", "Contribute to ongoing skills development using a strengths-based approach: Communication, consultation and supported decision-making" ], [ "CHCDIS011-L4", "Contribute to ongoing skills development using a strengths-based approach: Applied procedures, resources and risk controls" ], [ "CHCDIS011-L5", "Contribute to ongoing skills development using a strengths-based approach: Monitoring, escalation, documentation and handover" ], [ "CHCDIS011-L6", "Contribute to ongoing skills development using a strengths-based approach: Integrated workplace application and reflective review" ] ], "missions": [ [ "CHCDIS011-M1: Plan the support", "Review the person, plan, context and risks; confirm preferences, role boundaries, resources and who must be involved." ], [ "CHCDIS011-M2: Respond in practice", "Make a sequence of person-centred decisions in a realistic changing support situation, including communication, safety and escalation." ], [ "CHCDIS011-M3: Record, hand over and improve", "Create an objective record and targeted handover, obtain feedback, identify gaps and choose the next action." ] ], "source_url": "https://training.gov.au/Training/Details/CHCDIS011" }, { "code": "CHCDIS012", "title": "Support community participation and social inclusion", "group": "Group B – Disability", "release": "R1", "hours": 75, "hour_split": { "facilitated": 26, "guided_practice": 22, "independent": 16, "assessment": 11 }, "elements": { "Identify opportunities for community participation and social inclusion.": [ [ "1.1", "Consult with the person with disability to determine their interests, needs, ability and preferences regarding engaging with a social network and requirements for their preferred manner of participation." ], [ "1.2", "Identify and access community participation resources, programs, agencies, transport services, aids and equipment according to the person’s preferences and needs." ], [ "1.3", "Provide the person with information on community participation options, networks and services that meet their needs and preferences." ], [ "1.4", "Recognise and accommodate the cultural and religious needs of the person with disability." ] ], "Implement strategies for community participation and inclusion according to individualised plan.": [ [ "2.1", "Work with the person to identify and access community options that will meet needs and preferences identified in their individualised plan." ], [ "2.2", "Support the person to access opportunities to establish connections through shared interests." ], [ "2.3", "Support the person to access opportunities for participation in work and assist employer to facilitate the person’s participation and inclusion." ], [ "2.4", "Support the person’s use of assistive technologies in meeting their individual needs." ], [ "2.5", "Seek feedback from the person with disability, family, carer, others identified by the person, colleagues or supervisor to ensure that the support continues to meet the current and changing needs and preferences of the person." ], [ "2.6", "Ensure strategies for community participation and social inclusion are regularly reviewed with the person and supervisor to facilitate positive outcomes." ], [ "2.7", "Monitor level of the person’s engagement in community and social networks in consultation with the person and supervisor." ] ], "Identify, address and monitor barriers to community participation and social inclusion.": [ [ "3.1", "Recognise barriers to community participation and social inclusion." ], [ "3.2", "Consult with the person to identify gaps in assistive technology needs and report according to organisational policies and procedures." ], [ "3.3", "Collaborate with the person with disability to identify solutions to overcome barriers, in consultation with supervisor." ], [ "3.4", "Support the person to implement strategies to address barriers to community participation according to their individualised plan and preferences." ], [ "3.5", "Consult with the person to identify areas where advocacy is required to facilitate their preferred manner of participation." ], [ "3.6", "Monitor the success of strategies to address barriers in consultation with the person and supervisor." ], [ "3.7", "Recognise own limitations in addressing issues and seek advice from supervisor regarding issues outside of scope of own job role or ability." ] ] }, "performance_evidence": [ "support at least two people with disability to identify skills and interests and find matching options within the broader community including:.", "selecting options that meet needs and preferences outlined in their individualised plan and supporting them to access.", "identifying barriers and implementing strategies to overcome them in collaboration with the person.", "monitoring strategies and seeking feedback from the person and others on the success of implemented strategies.", "making adjustments as required to facilitate continued success." ], "knowledge_evidence_full": [ "rights and responsibilities of people with disability.", "principles of:.", "strengths-based practice.", "person-centred practice.", "human rights framework.", "community inclusion and best practice examples.", "social and emotional wellbeing frameworks.", "strategies for strengthening options, networks and services for people with disability.", "strategies and techniques for systemic and individual advocacy.", "local agencies and services, and resources to obtain community information about sporting, cultural and specific interest groups.", "active citizenship and what this means for people with disability.", "strategies for supporting the person’s participation in work.", "strategies that can be used by employers to facilitate the person’s inclusion and engagement in the workplace.", "strategies around reasonable adjustment that can be used to increase the person’s independence.", "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 area management.", "carer support.", "role of assistive technologies in supporting a person’s life activities:.", "maintaining and promoting independence.", "enabling inclusion and participation.", "barriers to community participation and social inclusion:.", "physical.", "skill.", "personal.", "systemic.", "structural.", "psychological.", "stigma and self-stigma.", "discrimination.", "lack of resources.", "role of carer, family and others in supporting and facilitating community participation and social inclusion.", "strategies to address negative attitudes expressed by carer, family and others regarding community participation and social inclusion." ], "assessment_conditions_full": [ "Skills must be demonstrated in the workplace or a simulated environment that reflects workplace conditions. Assessment must ensure access to:\n• facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies\n• information on local resources, programs, agencies, transport services, aids and equipment available to people with disability\n• organisational policies and procedures\n• individualised plans\n• equipment and resources outlined in individualised plans\n• opportunities for engagement with people with disability or people who participate in simulations and scenarios that involve provision of disability support.\nAssessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors." ], "lessons": [ [ "CHCDIS012-L1", "Support community participation and social inclusion: Purpose, scope and person-centred foundations" ], [ "CHCDIS012-L2", "Support community participation and social inclusion: Rights, responsibilities and role boundaries" ], [ "CHCDIS012-L3", "Support community participation and social inclusion: Communication, consultation and supported decision-making" ], [ "CHCDIS012-L4", "Support community participation and social inclusion: Applied procedures, resources and risk controls" ], [ "CHCDIS012-L5", "Support community participation and social inclusion: Monitoring, escalation, documentation and handover" ], [ "CHCDIS012-L6", "Support community participation and social inclusion: Integrated workplace application and reflective review" ] ], "missions": [ [ "CHCDIS012-M1: Plan the support", "Review the person, plan, context and risks; confirm preferences, role boundaries, resources and who must be involved." ], [ "CHCDIS012-M2: Respond in practice", "Make a sequence of person-centred decisions in a realistic changing support situation, including communication, safety and escalation." ], [ "CHCDIS012-M3: Record, hand over and improve", "Create an objective record and targeted handover, obtain feedback, identify gaps and choose the next action." ] ], "source_url": "https://training.gov.au/Training/Details/CHCDIS012" }, { "code": "CHCDIS020", "title": "Work effectively in disability support", "group": "Group B – Disability", "release": "R1", "hours": 75, "hour_split": { "facilitated": 26, "guided_practice": 22, "independent": 16, "assessment": 11 }, "elements": { "Meet job role requirements.": [ [ "1.1", "Identify own job role requirements from reading position description." ], [ "1.2", "Discuss own job role requirements with supervisor to clarify and confirm job role scope and expectations." ], [ "1.3", "Recognise and refer work tasks outside own job role scope to the appropriate person according to organisational reporting policies and procedures." ] ], "Work within organisational requirements.": [ [ "2.1", "Comply with professional conduct requirements." ], [ "2.2", "Comply with legal and human rights framework requirements relevant to disability support work." ], [ "2.3", "Communicate and cooperate with interdisciplinary team members." ], [ "2.4", "Use digital technology to access and share workplace information." ] ], "Work within a disability support context.": [ [ "3.1", "Read individualised plans to identify tasks." ], [ "3.2", "Use person centred communication techniques when carrying out work tasks." ], [ "3.4", "Seek consent from the person, carer, family or others identified by the person, before commencing support activities." ], [ "3.5", "Recognise signs of abuse and report according to organisational policies and procedures." ], [ "3.6", "Record, maintain and store workplace information according to organisational record keeping procedures, and privacy and confidentiality requirements." ] ], "Implement self-care strategies.": [ [ "4.1", "Monitor own stress level when working with people receiving support." ], [ "4.2", "Use self-care strategies and seek support if required according to organisational policies and procedures." ] ] }, "performance_evidence": [ "undertake work providing support to at least one person with disability, in a disability support work context that involves each of the following on at least one occasion:.", "person-centred communication.", "identifying tasks from individualised plan.", "recognising scope of own job role and referrals.", "complying with professional conduct requirements.", "recognising and reporting signs of abuse.", "seeking consent for support activities.", "working with interdisciplinary team members.", "engaging with people and organisation using technology.", "completing workplace reports and checklists.", "maintenance and storage of workplace information.", "meeting privacy and confidentiality requirements." ], "knowledge_evidence_full": [ "types of disability and functional capacity.", "psychosocial disability:.", "impact on the person’s life.", "differences between psychosocial disability and mental health.", "episodic nature and additional or alternate supports that may be required during different periods.", "ways in which psychosocial disability interacts with other disabilities.", "current terminology and used in disability support.", "individualised plans including purpose and key contents.", "support practices:.", "person-centred approaches including upholding autonomy, supporting the person to exercise choice and person’s right to self-determination.", "duty of care.", "dignity of risk.", "risk areas for abuse and systemic issues.", "types of abuse.", "delegation and supervision requirements by health professionals.", "legal and human rights frameworks including the role of the following in industry:.", "national and State/Territory statutory bodies.", "national and State/Territory legislation.", "Office of the Health Ombudsman.", "United Nations Convention on the Rights of Persons with Disability.", "mandatory reporting.", "privacy and confidentiality of information.", "concepts of consent:.", "informed.", "un-informed.", "industry standards, codes of conduct and industry standards body relevant to disability support services.", "attitudes and stereotypes:.", "paternalism.", "ableism.", "stigma.", "common misconceptions.", "dangers of values judgements regarding perceived quality of life.", "key philosophies and concepts:.", "social model of disability.", "person-centred approaches.", "contemporary view on disability support.", "difference between care and support.", "empowerment of the person receiving support.", "social role valorisation in the context of everyone having the right to live their life as they choose.", "trauma-informed practice.", "social and emotional wellbeing frameworks.", "industry context:.", "job roles in the disability support sector and scope of practice.", "reporting lines and delegations including working under supervision.", "roles of interdisciplinary team members.", "key organisations within the sector.", "funding and accreditation systems.", "record keeping procedures.", "cultural diversity, the cultural competency requirement of the role and respect for differences.", "key issues facing disability support and community support in Australia.", "risk assessment framework in terms of:.", "personal care worker role.", "working in a person’s home.", "assisting a person to engage outside of their regular setting.", "planning an activity.", "medication.", "restrictive practices:.", "types of restrictive practices.", "parameters for use." ], "assessment_conditions_full": [ "Skills must be demonstrated in the workplace or a simulated environment that reflects workplace conditions in the disability support sector. Assessment must ensure access to:\n• facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies.\nAssessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors." ], "lessons": [ [ "CHCDIS020-L1", "Work effectively in disability support: Purpose, scope and person-centred foundations" ], [ "CHCDIS020-L2", "Work effectively in disability support: Rights, responsibilities and role boundaries" ], [ "CHCDIS020-L3", "Work effectively in disability support: Communication, consultation and supported decision-making" ], [ "CHCDIS020-L4", "Work effectively in disability support: Applied procedures, resources and risk controls" ], [ "CHCDIS020-L5", "Work effectively in disability support: Monitoring, escalation, documentation and handover" ], [ "CHCDIS020-L6", "Work effectively in disability support: Integrated workplace application and reflective review" ] ], "missions": [ [ "CHCDIS020-M1: Plan the support", "Review the person, plan, context and risks; confirm preferences, role boundaries, resources and who must be involved." ], [ "CHCDIS020-M2: Respond in practice", "Make a sequence of person-centred decisions in a realistic changing support situation, including communication, safety and escalation." ], [ "CHCDIS020-M3: Record, hand over and improve", "Create an objective record and targeted handover, obtain feedback, identify gaps and choose the next action." ] ], "source_url": "https://training.gov.au/Training/Details/CHCDIS020" } ] }