Transition RPL Kit. CHC33015 Certificate III in Individual Support

Transcription

1 CHC33015 Certificate III in Individual Support (Ageing and Home and Community Specialisations) CHC30212 Certificate III in Aged Care CHC30312 Certificate III in Home and Community Care Transition RPL Kit

2 Modification History Version Date Changes 1 01/2016 This resource has been developed and validated in consultation with industry experts: Kelly- Anne Harvey Registered Nurse, Certificate IV in Training and Assessment, Diploma Management info@blueprintprojectllc.com Blueprint Project s materials are designed to support the principles of assessment (validity, reliability, flexibility, fairness) and to guide assessors to apply the rules of assessment evidence (validity, sufficiency, currency, authenticity) for Recognition of Prior Learning. Transition RPL Instructions No patent liability is assumed with respect to the use of the information contained herein. While every precaution has been taken in the preparation of this work, the authors assume no responsibility for errors or omissions. Neither is any liability assumed for damages resulting from the use of information contained herein. This work has been prepared for use as part of structured vocational education and training and should only be used within that context. The information contained herein was correct at the time of preparation. Blueprint Project LLC. Except as provided by the Copyright Act 1968, this publication may only be reproduced, stored in a retrieval system or transmitted in any form or by any means as per the terms and conditions of purchase. v.1 January,

3 Contents v.1 January, 2016 Transition RPL Instructions Transition RPL Overview For Assessors... 4 Instructions... 5 Qualification Equivalency Table... 6 Cluster Banks

4 Transition RPL Overview For Assessors v.1 January, 2016 Transition RPL Instructions This streamlined kit assists in the process of transitioning from CHC30212 Certificate III in Aged Care / CHC30312 Certificate III in Home and Community Care to. Use this transition RPL kit with candidates who have completed CHC30212/CHC30312 and want to attain (Ageing and Home and Community Specialisations). This kit provides candidates with an opportunity to demonstrate their competency of the identified gaps (performance criteria, performance evidence and knowledge evidence) between the units in CHC30212 / CHC30312 and. Instructions Competency Mapping Competency Questions Workplace Tasks Workplace Observation Third Party Report Record of Outcome Tools included in this kit Detailed overview and instructions on how to use this kit, including the Qualification Equivalency Table A tool that maps competency questions and practical tasks to all aspects of competency within each unit A tool used to gather evidence of a candidate s knowledge of the identified gaps A tool used to gather evidence of a candidate s skill in the identified gaps A tool used to document evidence of a candidate s skill in the identified gaps through observation of Workplace Tasks A tool that verifies the candidate s competency in their job role relating to workplace expectations and performance criteria A document to notify the candidate of their RPL outcome and any additional steps required to achieve the qualification 4

5 Competency Mapping Competency Questions Workplace Tasks Workplace Observation Third Party Report Record of Outcome Instructions Review Competency Mapping prior to commencing the transition RPL process with candidate Determine if there are areas the candidate does not need to complete Conduct a competency conversation with the candidate Combine relevant questions with tasks, when possible (streamline) Contextualise the questions to the candidate s specific area of work or population/demographic, etc. Provide Workplace Tasks document to the candidate Combine relevant questions with tasks (streamline) Combine tasks for streamlined assessment Contextualise workplace tasks to the candidate s specific area of work or population/demographic, etc. Observe candidates performing the workplace tasks Use the Workplace Observation in conjunction with the Workplace Tasks Record and date your observations Give to candidate to seek completion by their nominated workplace supervisor Assessors must verify the information provided is correct and accurate Use to inform candidate of your determination Provide any additional steps required to achieve the qualification, if necessary v.1 January, 2016 Transition RPL Instructions 5

6 OLD CHC30212 Certificate III in Aged Care/CHC30312 Certificate III in Home and Community Care CHCICS302B Participate in the implementation of individualised plans (Aged/HACC Core) CHCICS303A Support individual health and emotional wellbeing (Aged Core) CHCAC317A Support older people to maintain their independence (Aged Core) CHCCS411C Work effectively in the community sector (Aged/HACC Core) HLTHIR403C Work effectively with culturally diverse clients and co- workers (Aged/HACC Recommended Elective) HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people (Aged/HACC Recommended Elective) Qualification Equivalency Table NEW CHCCCS015 Provide individualised support CHCCCS023 Support independence and well being CHCCOM005 Communicate and work in health or community services CHCDIV001 Work with diverse people v.1 January, 2016 Summary of Inclusion Transition RPL Instructions New core. CHCCS411C Work effectively in the community sector CHCLEG001 Work legally and ethically 6

7 OLD CHC30212 Certificate III in Aged Care/CHC30312 Certificate III in Home and Community Care (Aged/HACC Core) HLTAP301B Recognise healthy body systems in a health care context (Aged Core) CHCWHS312A Follow WHS safety procedures for direct are work (Aged/HACC Core) CHCAC318B Work effectively with older people (Aged/HACC Core) CHCAC319A Provide support to people living with dementia (Aged/HACC Core) CHCICS301B Provide support to meet personal care needs (Aged/HACC Core) CHCAC318B Work effectively with older people (Aged/HACC Core) CHCDIS301C Work effectively with people with a disability (HACC Core) NEW HLTAAP001 Recognise healthy body systems HLTWHS002 Follow safe work practices for direct client care AGEING SPECIAL ELECTIVES CHCAGE001 Facilitate the empowerment of older people CHCAGE005 Provide support to people living with dementia CHCCCS011 Meet personal support needs HOME AND COMMUNITY SPECIAL ELECTIVES CHCAGE001 Facilitate the empowerment of older people v.1 January, 2016 Summary of Inclusion CHCDIS007 Facilitate the empowerment of people with disability CHCICS301B Provide support to meet personal care CHCCCS011 Meet personal support needs Transition RPL Instructions 7

8 OLD CHC30212 Certificate III in Aged Care/CHC30312 Certificate III in Home and Community Care needs (Aged/HACC Core) CHCICS304B Work effectively with carers (HACC Core) CHCHC311C Work effectively in home and community care (HACC Core) CHCPA301B Deliver care services using a palliative approach (Aged Core) NEW CHCCCS025 Support relationships with carers and families CHCHCS001 Provide home and community support services GENERAL ELECTIVE CHCPAL001 Deliver care services using a palliative approach v.1 January, 2016 Summary of Inclusion Transition RPL Instructions 8

9 Competency Mapping Transition from: CHC30212 Certificate III in Aged Care / CHC30312 Certificate III in Home and Community Care to (Ageing and Home and Community Specialisations) The performance criteria, performance evidence and knowledge evidence in each unit of the new qualification is mapped to correlating PCs, PE and KE in the old qualification OR mapped to the competency questions and workplace tasks/observations provided in this kit. Some components have been mapped to both the old unit of competency and a competency question or a workplace task. This is to address a new portion of the PC, PE or KE that has been identified as a gap. Candidates should have completed the CHC30212 Certificate III in Aged Care/CHC30312 Certificate III in Home and Community Care; therefore the corresponding PC, PE and KE have already been ticked. Key Partial Gaps Q Competency Questions EK Essential Knowledge Words that are bold/italics are partial gaps within a component of competency. The component has been only partially mapped because it contains a new requirement (in bold/italics). WT/O Workplace Task/Observation ES Essential Skill TPR Third Party Report E Element 1

10 Unit Component Element 1 Determine support needs Element 2 Provide support services Performance Criteria, Performance Evidence and Knowledge Evidence (Words that are bold/italics are partial gaps within a component of competency) CHCCCS015 Provide individualised support Transition from CHC30212/CHC30312 to v.1 January, 2016 Equivalent Unit (if applicable) Transition RPL Competency Mapping Q WT/O TPR Completed 1.1 Interpret and clarify own role in implementing individualised plan and seek CHCICS302B appropriate support for aspects outside scope of own knowledge, skills or job 1.6 role 1.2 Confirm individualised plan details with the person and with family and carers CHCICS302B 7a, 7b, when appropriate 1.2 7c 1.3 Ensure the person is aware of their rights and complaints procedures CHCAC318B 6.1, Work with the person to identify actions and activities that support the CHCICS302B individualised plan and promote the person s independence and rights to 1.3, 1.5, 2.5 make informed decision- making 1.5 Prepare for support activities according to the person s individualised plan, CHCICS302B preferences and organisation policies, protocols and procedures Conduct exchanges with the person in a manner that develops and maintains CHCICS302B trust Provide support according to the individualised plan, the person s preferences CHCICS302B 7a, 7b, and strengths, and organisation policies, protocols and procedures 3.1 7c 2.3 Assemble equipment as and when required according to established 7a, 7b, procedures and the individualised plan 7c CHCICS304B 2.4 Respect and include the family and/or carer as part of the support team 1.1, 2.5 CHCPA301B Provide support according to duty of care and dignity of risk requirements CHCICS302B 7a, 7b, 3.3 7c 2.6 Provide assistance to maintain a safe and healthy environment CHCICS302B Provide assistance to maintain a clean and comfortable environment 6b 2.8 Respect individual differences to ensure maximum dignity and privacy when 7a, 7b, providing support 7c 2.9 Seek assistance when it is not possible to provide appropriate support 3b 2

11 Unit Component Element 3 Monitor support activities Element 4 Complete reporting and documentation Performance Evidence Knowledge Evidence Performance Criteria, Performance Evidence and Knowledge Evidence (Words that are bold/italics are partial gaps within a component of competency) Transition from CHC30212/CHC30312 to v.1 January, 2016 Equivalent Unit (if applicable) Transition RPL Competency Mapping Q WT/O TPR Completed 3.1 Monitor own work to ensure the required standard of support is maintained 1b 3.2 Involve the person in discussions about how support services are meeting their CHCICS302B needs and any requirement for change 4.1, 4.2, Identify aspects of the individualised plan that might need review and discuss CHCICS302B with supervisor 3.8, Participate in discussion with the person and supervisor in a manner that CHCICS302B supports the person s self determination Maintain confidentiality and privacy of the person in all dealings within CHCICS302B organisation policy and protocols Comply with the organisation s informal and formal reporting requirements, CHCICS302B including reporting observations to supervisor 6.1, ES 4.3 Identify and respond to situations of potential or actual risk within scope of CHCICS302B own role and report to supervisor as required 5.2, 5.3, ES 4.4 Identify and report signs of additional or unmet needs of the person and refer 7a, 7b, in accordance with organisation and confidentiality requirements 7c 4.5 Complete and maintain documentation according to organisation policy and CHCICS302B protocols 6.2, Store information according to organisation policy and protocols CHCICS302B 6.4 Use individualised plans as the basis for the support of 3 individuals 7a, 7b, 7c Rationale and processes underpinning individualised support planning and delivery: CHCICS302B Basic principles of person- centred practice, strengths- based practice and active support CHCICS302B Documentation and reporting requirements CHCICS302B Roles and responsibilities of different people and the communication between them: CHCICS302B 9b Carers and family CHCICS302B 9b Person being supported 9b Health professionals 9b Individual workers CHCICS302B 3

12 Unit Component Assessment Conditions Performance Criteria, Performance Evidence and Knowledge Evidence (Words that are bold/italics are partial gaps within a component of competency) Transition from CHC30212/CHC30312 to v.1 January, 2016 Equivalent Unit (if applicable) Transition RPL Competency Mapping Q WT/O TPR Completed Supervisors CHCICS302B Service delivery models in the relevant sector CHCAC318B EK Legal and ethical requirements and how these are applied in an organisation and individual practice, including: 1a, 1b Privacy, confidentiality and disclosure CHCICS302B Duty of care CHCICS302B Dignity of risk 1a Human rights CHCCS411C Discrimination CHCCS411C Mandatory reporting CHCAC318B Work role boundaries responsibilities and limitations CHCCS411C 1a Factors that affect people requiring support CHCICS302B CHCCS411C Practices that support skill maintenance and development CHCICS302B Indicators of unmet needs and ways of responding Risk management considerations and ways to respond to identified risks 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: Use of suitable facilities, equipment and resources, including: Individualised plans and equipment outlined in the plan Infection control policies and procedures Modelling of standard industry operating conditions and contingencies, including involvement of real people when using relevant equipment Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors. CHCICS302B 5.2, 5.3, 5.4 CHCICS302B 6c Assessors must observe these requirements when conducting the RPL assessment. This is an RTO compliance responsibility. 4

13 Transition RPL Competency Questions Competency Questions Transition from: CHC30212 Certificate III in Aged Care / CHC30312 Certificate III in Home and Community Care to (Ageing and Home and Community Specialisations) The competency questions are used to facilitate a conversation with the candidate in order to gather further evidence of their competency. Use these questions to facilitate a competency conversation with the candidate in order to gather evidence of their knowledge and level of performance (PCs) identified as gaps in this transition kit. Each question covers knowledge evidence and performance criteria from multiple units of competency. Refer to the Cluster Bank in the Overview and the Competency Mapping to determine which units are covered in each question. Streamline the process by asking relevant questions while observing related tasks, when possible. Refer to the Question Bank to help you plan your conversation. Key points have been provided for assessors to prompt candidates, if necessary. They are not exhaustive or mandatory responses; they are provided as a guide. Look for information the candidate omits and ask them to elaborate when necessary. Add relevant key points provided by the candidate. Note: where legislation, policies and procedures are mentioned, candidates must provide specific examples related to their state/territory and organisation. Only generic examples have been provided. Assessors Use the box at the end of the key points to record details of the conversation and any contextualisation. v. 1 January, 2016

14 Transition RPL Competency Questions Competency Questions needs: Cluster 6 Provide Support Candidates are required to answer all questions in this cluster. Enablement and re- ablement Self- actualisation Question 6 Key Points - Tick the key points the candidate discusses 6a. Describe the range of needs for people dealing with a life- threatening or life- limiting illness, including their basic physical needs. q Comfort and care q Someone to talk to q Help with personal care activities q Help with household chores q Medical care q Transport q Accessing appropriate services q Making appointments q Financial support q Organising end of life arrangements q Social activities q Free from pain/palliative care Basic physical 6a. Describe the range of needs for people dealing with a life- threatening or life- limiting illness, including their basic physical needs. 6b. What is the emotional impact of a diagnosis for a life- threatening or life- limiting illness, including the stages of grief they go through, and what strategies can you use to manage people s reactions? 6c. Describe the indicators that people have unmet needs and outline the different ways of responding. 6d. Summarise the range of individual differences you see in your work, and describe how these may be interrelated and their impact on the support you provide. 6e. What support practices can you can use for people with a range of conditions, including techniques for completing physical support routines? 6f. Outline the features, functions and safe use of equipment and aids used to provide personal support, including devices used by the person. 6g. Summarise the following concepts and provide an example of each: v. 1 January, 2016

15 Transition RPL Competency Questions q Care needs q Illness/condition q Culture q Sexuality q Personal identity q Level of comfort with personal care q Communication q Independence and need for control q Risk factors q Boundaries q Behaviours of concern q Engagement in social activities q Mobility q Medication Use of aids and equipment q Interrelationship: q Causal and correlated relationships between differences q For example: q Proud and independent people will have a harder time accepting support q People with firm personal boundaries will be very uncomfortable with personal care procedures q Medication may cause mobility and communication issues not related to diagnosis q Multiple care needs can be challenging to prioritise q A person s desire to continue social or physical activities is impeded by mobility aids Impact on support: q Embarrassment q Fear q Disempowerment q Humiliation q Discomfort q Refusal of support Challenging to prioritise areas of support q 6e. What support practices can you can use for people with a range of conditions, including techniques for completing physical support routines? Conditions may include: q Genetic conditions q Physical trauma q Psychological trauma Chronic lifestyle conditions q q q q q q q Review and confirm support needs with client Ask the person or their carer, how they would like support routines to be conducted Consider the risks associated with the provision of support Prepare equipment, processes and aids prior to getting the person ready Respect person s dignity and need for privacy Respect cultural preferences v. 1 January, 2016

16 Transition RPL Competency Questions q Helps people who have experienced changes to their health as a result of illness, injury, or a surgical procedure, regain their independence. q Services work with people to restore their independence, by addressing their physical limitations and using adaptations to reduce the overall impact on their life q Helping people become more independent and improve their quality of life both inside and outside their own home in order to help them get home and stay there q Gives people the opportunity and confidence to regain some of the skills they may have lost because of poor health, disability or impairment or after a spell in hospital or problems at home q Relearning the skills necessary for daily living following illness, usually with guidance and support from health professionals, so that there is an improvement in function and increased independence q Support for people with poor physical or mental health or a disability to help them live as independently as possible by learning or relearning the skills necessary for daily living q Helping people do for themselves, rather than doing it for them q Based on the social model rather than the medical model of support q Involves providing moral support, encouragement, reassurance and some physical assistance q For example: q Formal strategies home support services, aids and equipment, adapting the home environment, etc. q Informal strategies connecting to social network supports and tapping into existing community resources q Self- actualisation: q Realising your full potential, self- fulfilment, seeking personal growth and peak experiences q Need for personal growth and discovery that is present throughout a person s life q Continual process of becoming rather than a perfect state of happily ever after q Self actualised people experience the world totally for what it is, with feelings of euphoria, joy and wonder q Self- actualised people are those who were fulfilled and doing all they were capable of q For example: q Expressing creativity q Searching for spiritual enlightenment q Pursuit of knowledge q Desire to give to society Record details of the conversation and any contextualisation: Assessor Name Assessor Signature Date v. 1 January, 2016

17 Workplace Tasks Transition from: CHC30212 Certificate III in Aged Care / CHC30312 Certificate III in Home and Community Care to (Ageing and Home and Community Specialisations) These tasks are used to gather evidence of your competency in the performance criteria and performance evidence identified as gaps from CHC30212 Certificate III in Aged Care and CHC30312 Certificate III in Home and Community Care, to. Your assessor will observe you completing these tasks. Often, there are components of the task you must complete before the assessor observes you. Read through all tasks before commencing. Assessors Use the box at the end of each workplace task to record details of adjustments and modifications.

18 Transition RPL Workplace Tasks Workplace Task Cluster 7 Provide Support v Complete all parts of this task. v Your assessor will observe you completing this task. v Obtain permission from the individuals you are working with to be included in the observation. v Prepare for your assessor s visit by organising your materials and documentation ahead of time. Make arrangements to provide support using individualised plans for the following people under the observation of your supervisor: At least 2 older people (1 in a simulated environment and 1 in the workplace) Two different people living with dementia Two different people with a disability Demonstrate the following with each individual in all three tasks below: Read and interpret individual plan, goals and confirm required equipment, processes and aids Confirm individualised plan details with the person and with family and carers when appropriate Provide support according to the individualised plan, the person s preferences and strengths, and organisation policies, protocols and procedures Assemble equipment as and when required according to established procedures and the individualised plan Provide support according to duty of care and dignity of risk requirements Respect individual differences to ensure maximum dignity and privacy when providing support Identify and report signs of additional or unmet needs of the person and refer in accordance with organisation and confidentiality requirements Consider specific physical and sensory needs of the person Safely supported at least 2 individuals during the following activities: Bed bathing Dressing, undressing and grooming Eating and drinking using appropriate feeding techniques Oral hygiene Shaving Showering Toileting and the use of continence aids Using aids and equipment including devices used by the person v. 1 January,

19 Transition RPL Workplace Tasks 7a. Support at least 2 older people (1 in a simulated environment and 1 in the workplace) Respond to the goals and aspirations of at least 2 older people by: Adjusting services to meet the specific needs of the older person Providing services according to the older person s preferences Recognising and responding appropriately to situations of risk or potential risk 7b. Support 2 people living with dementia Assist in implementing a range of suitable activities that meet the person s needs and evaluate those strategies with the multidisciplinary team to ensure effectiveness in minimising behaviours of concern. 7c. Support 2 people with a disability Facilitate access to a wide variety of choices that will assist 2 people with disability to reach their personal goals, by: Using appropriate non- verbal communication strategies Providing assistance to the person with disability to facilitate communication of their personal goals Assisting the person with disability to understand their rights Assisting with strategies to ensure that the person is comfortable with any decisions that are being made on their behalf Identifying ways society can affect the level of impairment experienced by a person with disability Record details of adjustments and modifications to the workplace tasks. v. 1 January,

20 Workplace Observation Transition from: CHC30212 Certificate III in Aged Care / CHC30312 Certificate III in Home and Community Care Candidate Name Date to (Ageing and Home and Community Specialisations) Use this tool in conjunction with the Workplace Tasks. This tool is used to gather evidence of a candidate s competency in the performance criteria and performance evidence identified as gaps in this transition kit. Each task covers performance criteria and performance evidence from multiple units of competency. Refer to the Cluster Bank and Competency Mapping to determine which units are covered in each task. Assessors: Use the box at the end of each observation table to record details of adjustments and modifications.

21 Transition RPL Kit Workplace Observation Workplace Observation Cluster 7 Provide Support Record specific examples of what you observe the candidate doing in their work role that demonstrates an acceptable standard of performance for each component of competency. Observation must take place on at least two [2] occasions. Date/ Competency Components Record what you observed initial Confirmed individualised plan details with the person and with family and carers when appropriate Provided support according to the individualised plan, the person s preferences and strengths, and organisation policies, protocols and procedures Assembled equipment as and when required according to established procedures and the individualised plan Provided support according to duty of care and dignity of risk requirements Respected individual differences to ensure maximum dignity and privacy when providing support Identified and reported signs of additional or unmet needs of the person and referred in accordance with organisation and confidentiality requirements Used individualised plans as the basis for the individuals support of 3 Date/ initial v. 1 January,

22 Transition RPL Kit Workplace Observation Competency Components Record what you observed Date/ initial Date/ initial Read and interpreted an individual plan, goals and confirmed required equipment, processes and aids Assisted the person with disability to understand their rights Identified ways society can affect the level of impairment experienced by a person with disability Record how you contextualised these observations: Assessor Name Assessor Signature Date v. 1 January,

23 Third Party Report For Workplace Supervisors Transition from: CHC30212 Certificate III in Aged Care / CHC30312 Certificate III in Home and Community Care to (Ageing and Home and Community Specialisations) Candidate Name Organisation Name Date As part of the transition from CHC30212 Certificate III in Aged Care / CHC30312 Certificate III in Home and Community Care to (Ageing and Home and Community Specialisations), the candidate is required to submit a report from their nominated workplace supervisor. Please answer the following questions about the candidate s ability to perform their work to a standard acceptable to your organisation. Your perspective and time are invaluable to this process. Only tick the box if the candidate performs the work tasks to your organisation s standards. Does the candidate consistently meet your organisation s performance standards for: CHCCCS015 Provide individualised support q Confirm individualised plan details with the person and with family and carers when appropriate q Assemble equipment as and when required according to established procedures and the individualised plan q Provide support according to duty of care and dignity of risk requirements q Provide assistance to maintain a clean and comfortable environment q Respect individual differences to ensure maximum dignity and privacy when providing support q Seek assistance when it is not possible to provide appropriate support q Monitor own work to ensure the required standard of support is maintained q Identify and report signs of additional or unmet needs of the person and refer in accordance with organisation and confidentiality requirements 1

24 Transition RPL Third Party Report The candidate: q Performs job tasks to an appropriate level q Manages job tasks effectively q Implements safe working practices q Problem- solves according to job requirements q Works well with others q Copes with non- routine situations Comments to support your responses: Supervisor Signature Are you willing to be contacted if the assessor has further questions? q Yes q No Supervisor Name Supervisor Title Supervisor Phone Supervisor Assessor comments: Assessor Signature Assessor Name Third Party Report verified as authentic by assessor (initial): Date Date v. 1 January,