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Document Name: CHCAC317A Support older people to maintain their independence Created Date: 10 Dec 2008 Document No: Version No: V1 Last Modified Date: 23-Oct-13 John Bailey 2009 Page Sequence: Page 2 of 158

CHCAC317A. Support older people to maintain their independence

Author: John Bailey

Copyright

Text copyright 2008 by John N Bailey.

Illustration, layout and design copyright 2008 by John N Bailey.

Under Australias Copyright Act 1968 (the Act), except for any fair dealing for the purposes of study, research, criticism or review, no part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means without prior written permission from John N Bailey. All inquiries should be directed in the first instance to the publisher at the address below.

Copying for Education Purposes

The Act allows a maximum of one chapter or 10% of this book, whichever is the greater, to be copied by an education institution for its educational purposes provided that that educational institution (or the body that administers it) has given a remuneration notice to JNB Publications.

Disclaimer

All reasonable efforts have been made to ensure the quality and accuracy of this publication. JNB Publications assumes no responsibility for any errors or omissions and no warranties are made with regard to this publication. Neither JNB Publications nor any authorized distributors shall be held responsible for any direct, incidental or consequential damages resulting from the use of this publication.

Published in Australia by:

JNB Publications

PO Box, 268,

Macarthur Square NSW 2560

Australia.



Contents CHCAC317A. SUPPORT OLDER PEOPLE TO MAINTAIN THEIR INDEPENDENCE........................................... 2

Author: John Bailey .................................................................................................................................. 2 Copying for Education Purposes ............................................................................................................... 2 Disclaimer ................................................................................................................................................. 2 Description: ............................................................................................................................................... 7 Employability Skills: .................................................................................................................................. 7 Application: ............................................................................................................................................... 7 Introduction .............................................................................................................................................. 7 Learning Program ..................................................................................................................................... 8 Additional Learning Support ..................................................................................................................... 8 Facilitation ................................................................................................................................................ 8 Flexible Learning ....................................................................................................................................... 9 Space ......................................................................................................................................................... 9 Study Resources ........................................................................................................................................ 9 Time ........................................................................................................................................................ 10 Study Strategies ...................................................................................................................................... 10 Using this learning guide: ....................................................................................................................... 10

THE ICON KEY............................................................................................................................................ 11

THE SUPPLEMENTARY ICONS .................................................................................................................... 12

How to get the Most out of your learning guide .................................................................................... 13 Additional research, reading and note taking. ....................................................................................... 13

EMPLOYABILITY SKILLS ........................................................................................................................... 14

CERTIFICATE III IN AGED CARE .................................................................................................................. 14

PERFORMANCE CRITERIA .......................................................................................................................... 18

SKILLS AND KNOWLEDGE .......................................................................................................................... 20

Required Skills ......................................................................................................................................... 20 Required Knowledge ............................................................................................................................... 21

RANGE STATEMENT .................................................................................................................................. 22

EVIDENCE GUIDE ....................................................................................................................................... 23

1. SUPPORT THE OLDER PERSON WITH THEIR ACTIVITIES OF LIVING. ................................................... 24

1.1 ENCOURAGE OLDER PEOPLE TO UTILISE SUPPORT SERVICES WHERE APPROPRIATE. ............................................ 24 Social Justice ........................................................................................................................................... 26 Aged Care Standards .............................................................................................................................. 27 Aged Care Assessment Teams ................................................................................................................ 28 Home & Community Care Program (HACC) ............................................................................................ 29 Community Aged Care Packages (CACP) ................................................................................................ 31 Extended Aged Care at Home (EACH) .................................................................................................. 31 Extended Aged Care at Home Dementia (EACH D) ................................................................................. 32 National Respite for Carers Program (NRCP) .......................................................................................... 33 Centrelink Assistance .............................................................................................................................. 34


Commonwealth Respite and Carelink Program ....................................................................................... 35 Transition Care Program ......................................................................................................................... 35 Community nursing and Health Centres .................................................................................................. 37 Types of Care and Services ...................................................................................................................... 38 Hostel/accommodation services ............................................................................................................. 39 Low level Care .......................................................................................................................................... 40 Ageing in Place ........................................................................................................................................ 41 Extra Services ........................................................................................................................................... 41 End-of-life Care/Palliative Care ............................................................................................................... 42 How palliative care is managed in aged care homes? ............................................................................ 42 Short-term Care ....................................................................................................................................... 42 How does your client access respite care? .............................................................................................. 43 How much respite care can a client have? .............................................................................................. 43 What fees do they have to pay? .............................................................................................................. 43 Transition Care ........................................................................................................................................ 43 Cultural and Identified Needs .................................................................................................................. 44 Aboriginal and Torres Strait Islander people ........................................................................................... 44 Aged care homes for culturally and linguistically diverse people ............................................................ 45 Particular health conditions .................................................................................................................... 45 Independent Living Units ......................................................................................................................... 46 Home nursing .......................................................................................................................................... 47 What if your client is not happy with their care? .................................................................................... 47 Where else can they get help? ................................................................................................................ 47 Activity 1 .................................................................................................................................................. 48

1.2 CLEARLY EXPLAIN THE SCOPE OF THE SERVICE TO BE PROVIDED TO THE OLDER PERSON AND/OR THEIR ADVOCATE. ... 49 Informal Care ........................................................................................................................................... 50 Personal Cost of Caring ........................................................................................................................... 51 Carer Support .......................................................................................................................................... 52 Respite ..................................................................................................................................................... 52 Carer Resource Centres ........................................................................................................................... 52 Formal Care ............................................................................................................................................. 53 High level care ......................................................................................................................................... 54 Ageing in Place ........................................................................................................................................ 56 Activity 2: Case Study .............................................................................................................................. 57

1.3 IDENTIFY THE NEEDS OF THE OLDER PERSON FROM THE SERVICE DELIVERY PLAN AND FROM CONSULTATION WITH A SUPERVISOR. .................................................................................................................................................... 58

Stages of Care Planning ........................................................................................................................... 60 Supervision .............................................................................................................................................. 61 Activity 3 .................................................................................................................................................. 65 Activity 4 .................................................................................................................................................. 65 Ensure visits and service delivery accommodate the older persons established routines and customs where possible. .......................................................................................................................... 66 Routine in an Aged Care Facility .............................................................................................................. 67 Activity 5: Case Study .............................................................................................................................. 67 Customs/Cultural needs .......................................................................................................................... 68 The Iceberg Model ................................................................................................................................... 69 Cultural communication .......................................................................................................................... 70 Co-workers............................................................................................................................................... 73 Activity 6 .................................................................................................................................................. 73

1.5 PERFORM WORK IN A MANNER THAT ACKNOWLEDGES THAT THE SERVICES ARE BEING PROVIDED IN THE CLIENTS OWN HOME. .................................................................................................................................................... 74

Carer attributes ....................................................................................................................................... 75 Working with Carers ................................................................................................................................ 75 Roles and Responsibilities ........................................................................................................................ 76 Limited Supervision.................................................................................................................................. 76 Documentation ........................................................................................................................................ 77 Activity 7 .................................................................................................................................................. 78


1.6 PROVIDE SERVICES IN A MANNER THAT ENABLES THE OLDER PERSON TO DIRECT THE PROCESSES WHERE APPROPRIATE. ... 80 Meeting Care Needs ............................................................................................................................... 81 Home and Community Care (HACC) Services .......................................................................................... 81 Activity 8 ................................................................................................................................................. 84 Activity 9: Case Study .............................................................................................................................. 85

1.7 PROVIDE SUPPORT/ASSISTANCE IN ACCORDANCE WITH ORGANISATION POLICY, PROTOCOLS AND PROCEDURES. ..... 87 Activity 10 ............................................................................................................................................... 88

1.8 DEMONSTRATE APPROPRIATE USE OF EQUIPMENT TO SUPPORT/ASSIST THE OLDER PERSON WITH ACTIVITIES OF LIVING WITHIN WORK ROLE AND RESPONSIBILITY. .................................................................................................... 89

Activity 11 ............................................................................................................................................... 93 Activity 12 ............................................................................................................................................... 94

2. RECOGNISE AND REPORT CHANGES IN AN OLDER PERSONS ABILITY TO UNDERTAKE ACTIVITIES OF LIVING. ................................................................................................................................................ 97

2.1 MONITOR THE OLDER PERSONS ACTIVITIES AND ENVIRONMENT TO IDENTIFY INCREASED NEED FOR SUPPORT/ASSISTANCE WITH ACTIVITIES OF LIVING. .................................................................................................. 97

Activity 13 ............................................................................................................................................... 99 Activity 14 ............................................................................................................................................. 102

2.2 REPORT TO A SUPERVISOR THE OLDER PERSONS INABILITY TO UNDERTAKE ACTIVITIES OF LIVING INDEPENDENTLY. 103 Telephone ............................................................................................................................................. 103 Face to face/Verbally ............................................................................................................................ 104 Clinical notes/Progress notes/Care Plan ............................................................................................... 104 Activity 15 ............................................................................................................................................. 105

2.3 SUPPORT/ASSIST THE OLDER PERSON TO MODIFY OR ADAPT THE ENVIRONMENT OR ACTIVITY TO FACILITATE INDEPENDENCE. ............................................................................................................................................. 107

Activity 16 ............................................................................................................................................. 109 Activity 17 ............................................................................................................................................. 110

2.4 SEEK AIDS AND/OR EQUIPMENT TO SUPPORT/ASSIST THE OLDER PERSON UNDERTAKE ACTIVITIES OF LIVING INDEPENDENTLY. ............................................................................................................................................ 111

Figure 1: Safety ..................................................................................................................................... 111 Activity 18 ............................................................................................................................................. 115 Activity 19: Research ............................................................................................................................. 115 Activity 20 ............................................................................................................................................. 116

3. SUPPORT THE OLDER PERSON TO MAINTAIN AN ENVIRONMENT THAT MAXIMISES INDEPENDENCE, SAFETY AND SECURITY. ................................................................................................ 118

3.1 ENCOURAGE AND SUPPORT/ASSIST THE OLDER PERSON TO MAINTAIN THEIR ENVIRONMENT. ............................ 118 Activity 21: Case Study .......................................................................................................................... 121 Activity 22 ............................................................................................................................................. 122

3.2 PROVIDE SUPPORT TO PROMOTE SECURITY OF THE OLDER PERSONS ENVIRONMENT. ...................................... 123 Activity 23 ............................................................................................................................................. 127

3.3 ADAPT OR MODIFY THE ENVIRONMENT, IN CONSULTATION WITH THE OLDER PERSON, TO MAXIMISE SAFETY AND COMFORT. .................................................................................................................................................... 129

Activity 24 ............................................................................................................................................. 132 3.4 RECOGNISE HAZARDS AND ADDRESS IN ACCORDANCE WITH ORGANISATION POLICY AND PROTOCOLS. ................. 134

Table 2: Hazards in the Environment .................................................................................................... 135 Activity 25 ............................................................................................................................................. 136 Activity 26 ............................................................................................................................................. 137

4. SUPPORT THE OLDER PERSON WHO IS EXPERIENCING LOSS AND GRIEF. ....................................... 139

4.1 RECOGNIZE SIGNS THAT OLDER PERSON IS EXPERIENCING GRIEF AND REPORT TO APPROPRIATE PERSON. ............. 139 Reporting Grief ..................................................................................................................................... 142 Activity 27 ............................................................................................................................................. 143

4.2 USE APPROPRIATE COMMUNICATION STRATEGIES WHEN OLDER PERSON IS EXPRESSING THEIR FEARS AND OTHER EMOTIONS ASSOCIATED WITH LOSS AND GRIEF. .................................................................................................... 145

Listen with Compassion ........................................................................................................................ 146 Concentrate your efforts on listening carefully and with compassion. ................................................. 147


Comments to avoid when comforting the bereaved ............................................................................. 147 Offer practical assistance ...................................................................................................................... 148 Provide ongoing support ....................................................................................................................... 148 Watch for warning signs ....................................................................................................................... 149 Activity 28: Case Study .......................................................................................................................... 150

4.3 PROVIDE OLDER PERSON AND/OR THEIR SUPPORT NETWORK WITH INFORMATION REGARDING RELEVANT SUPPORT SERVICES AS REQUIRED. .................................................................................................................................... 152

Support from family and friends is important ....................................................................................... 152 Bereavement counselling ...................................................................................................................... 152 Where to get help .................................................................................................................................. 153 Things to remember .............................................................................................................................. 153 Moving on with life ................................................................................................................................ 154 Activity 29 .............................................................................................................................................. 155 Activity 30 .............................................................................................................................................. 156



Description:

This unit describes the knowledge and skills required by the worker to support the older person to maintain their independence with activities of living.

Employability Skills:

This unit contains Employability Skills.

Application:

This unit applies to workers in the aged care sector, or those working with older people.

Introduction

As a worker, a trainee or a future worker you want to enjoy your work and become known as a valuable team member. This unit of competency will help you acquire the knowledge and skills to work effectively as an individual and in groups. It will give you the basis to contribute to the goals of the organization which employs you.

It is essential that you begin your training by becoming familiar with the industry standards to which organizations must conform.

This unit of competency introduces you to some of the key issues and responsibilities or workers and organizations in this area. The unit also provides you with opportunities to develop the competencies necessary for employees to operate as team members.

This Learning Guide covers:

Support the older person with their activities of living.

Recognise and report changes in an older persons ability to undertake activities of living.

Support the older person to maintain an environment that maximises independence, safety and security.

Support the older person who is experiencing loss and grief.


Learning Program

As you progress through this unit you will develop skills in locating and understanding an organizations policies and procedures. You will build up a sound knowledge of the industry standards within which organizations must operate. You should also become more aware of the effect that your own skills in dealing with people has on your success, or otherwise, in the workplace.

Knowledge of your skills and capabilities will help you make informed choices about your further study and career options.

Additional Learning Support

To obtain additional support you may:

Search for other resources in the Learning Resource Centres of your learning institution. You may find books, journals, videos and other materials which provide extra information for topics in this unit.

Search in your local library. Most libraries keep information about government departments and other organizations, services and programs.

Contact information services such as Infolink, Equal Opportunity Commission, Commissioner of Workplace Agreements. Union organizations, and public relations and information services provided by various government departments. Many of these services are listed in the telephone directory.

Contact your local shire or council office. Many councils have a community development or welfare officer as well as an information and referral service.

Contact the relevant facilitator by telephone, mail or facsimile.

Facilitation

Your training organization will provide you with a flexible learning facilitator. Your facilitator will play an active role in supporting your learning, will make regular contact with you and if you have face to face access, should arrange to see you at least once. After you have enrolled your facilitator will contact you be telephone or letter as soon as possible to let you know:

How and when to make contact

What you need to do to complete this unit of study

What support will be provided.

Here are some of the things your facilitator can do to make your study easier.

Give you a clear visual timetable of events for the semester or term in which you are enrolled, including any deadlines for assessments.

Check that you know how to access library facilities and services.


Conduct small interest groups for some of the topics.

Use action sheets and website updates to remind you about tasks you need to complete.

Set up a chat line. If you have access to telephone conferencing or video conferencing, your facilitator can use these for specific topics or discussion sessions.

Circulate a newsletter to keep you informed of events, topics and resources of interest to you.

Keep in touch with you by telephone or email during your studies.

Flexible Learning

Studying to become a competent worker and learning about currents issues in this area, is an interesting and exciting thing to do. You will establish relationships with other candidates, fellow workers and clients. You will also learn about your own ideas, attitudes and values. You will also have fun most of the time.

At other times, study can seem overwhelming and impossibly demanding, particularly when you have an assignment to do and you arent sure how to tackle it..and your family and friends want you to spend time with themand a movie you want to watch is on television.and. Sometimes being a candidate can be hard.

Here are some ideas to help you through the hard times. To study effectively, you need space, resources and time.

Space

Try to set up a place at home or at work where:

You can keep your study materials

You can be reasonably quiet and free from interruptions, and

You can be reasonably comfortable, with good lighting, seating and a flat surface for writing.

If it is impossible for you to set up a study space, perhaps you could use your local library. You will not be able to store your study materials there, but you will have quiet, a desk and chair, and easy access to the other facilities.

Study Resources

The most basic resources you will need are:

a chair

a desk or table

a reading lamp or good light

a folder or file to keep your notes and study materials together

materials to record information (pen and paper or notebooks, or a computer and printer)

reference materials, including a dictionary


Do not forget that other people can be valuable study resources. Your fellow workers, work supervisor, other candidates, your flexible learning facilitator, your local librarian, and workers in this area can also help you.

Time

It is important to plan your study time. Work out a time that suits you and plan around it. Most people find that studying in short, concentrated blocks of time (an hour or two) at regular intervals (daily, every second day, once a week) is more effective than trying to cram a lot of learning into a whole day. You need time to digest the information in one section before you move on to the next, and everyone needs regular breaks from study to avoid overload. Be realistic in allocating time for study. Look at what is required for the unit and look at your other commitments.

Make up a study timetable and stick to it. Build in deadlines and set yourself goals for completing study tasks. Allow time for reading and completing activities. Remember that it is the quality of the time you spend studying rather than the quantity that is important.

Study Strategies

Different people have different learning styles. Some people learn best by listening or repeating things out loud. Some learn best by doing, some by reading and making notes. Assess your own learning style, and try to identify any barriers to learning which might affect you. Are you easily distracted? Are you afraid you will fail? Are you taking study too seriously? Not seriously enough? Do you have supportive friends and family? Here are some ideas for effective study strategies.

Make notes. This often helps you to remember new or unfamiliar information. Do not worry about spelling or neatness, as long as you can read your own notes. Keep your notes with the rest of your study materials and add to them as you go. Use pictures and diagrams if this helps.

Underline key words when you are reading the materials in this learning guide. (Do not underline things in other peoples books). This also helps you to remember important points.

Talk to other people (fellow workers, fellow candidates, friends, family, your facilitator) about what you are learning. As well as helping you to clarify and understand new ideas, talking also gives you a chance to find out extra information and to get fresh ideas and different points of view.

Using this learning guide:

A learning guide is just that, a guide to help you learn. A learning guide is not a text book. Your learning guide will

describe the skills you need to demonstrate to achieve competency for this unit,

provide information and knowledge to help you develop your skills

provide you with structured learning activities to help you absorb the knowledge and information and practice your skills

direct you to other sources of additional knowledge and information about topics for this unit.


The Icon Key

Key Points

Explains the actions taken by a competent person.

Example

Illustrates the concept or competency by providing examples.

Activity

Provides activities to reinforce understanding of the action.

Chart

Provides images that represent data symbolically. They are used to present complex information and numerical data in a simple, compact format.

Intended Outcomes or Objectives

Statements of intended outcomes or objectives are descriptions of the work that will be done.

Assessment

Strategies with which information will be collected in order to validate EACH intended outcome or objective.


The Supplementary Icons

PowerPoint

Any PowerPoint associated with a unit will have this icon next to them

Forms and Care Plans

If there is a form or care plan associated with a unit there will be an icon like this with the relevant number of the form or care plan in the format FFACF-015

Employability Skills

Where the employability skills are shown to be embedded in the unit and relates to the table in the front of each unit eg: T1, S1, E1.

Readings

Provides backup and reasoning to the underpinning knowledge and skills

Primary Skills Assessments

Where the Primary Skills Assessments are applicable there will be an icon in the format PSA - XX

World Wide Web

Where the world wide web is used for an activity in the unit you will find this icon.

Resource Document

Where the Resource documents are applicable there will be an icon in the format RDN - XX


How to get the Most out of your learning guide

1. Read through the information in the learning guide carefully. Make sure you understand the material.

Some sections are quite long and cover complex ideas and information. If you come across anything you do not understand:

talk to your facilitator

research the area using the books and materials listed under Resources

discuss the issue with other people (your workplace supervisor, fellow workers, fellow candidates)

try to relate the information presented in this learning guide to your own experience and to what you already know.

Ask yourself questions as you go: For example Have I seen this happening anywhere? Could this apply to me? What if.? This will help you to make sense of new material, and to build on your existing knowledge.

2. Talk to people about your study.

Talking is a great way to reinforce what you are learning.

3. Make notes.

4. Work through the activities.

Even if you are tempted to skip some activities, do them anyway. They are there for a reason, and even if you already have the knowledge or skills relating to a particular activity, doing them will help to reinforce what you already know. If you do not understand an activity, think carefully about the way the questions or instructions are phrased. Read the section again to see if you can make sense of it. If you are still confused, contact your facilitator or discuss the activity with other candidates, fellow workers or with your workplace supervisor.

Additional research, reading and note taking.

If you are using the additional references and resources suggested in the learning guide to take your knowledge a step further, there are a few simple things to keep in mind to make this kind of research easier.

Always make a note of the authors name, the title of the book or article, the edition, when it was published, where it was published, and the name of the publisher. If you are taking notes about specific ideas or information, you will need to put the page number as well. This is called the reference information. You will need this for some assessment tasks, and it will help you to find the book again if you need to.

Keep your notes short and to the point. Relate your notes to the material in your learning guide. Put things into your own words. This will give you a better understanding of the material.

Start off with a question you want answered when you are exploring additional resource materials. This will structure your reading and save you time.


Employability Skills

Certificate III in Aged Care EMPLOYABILITY SKILLS

FACETS ADDRESSED: Industry/enterprise requirements for this qualification include the following facets:

Code

Communication

1. Listening to and understanding work instructions, directions and feedback

C1

2. Speaking clearly/directly to relay information C2

3. Reading and interpreting workplace related documentation, such as prescribed programs

C3

4. Writing to address audience needs, such as forms, case notes and reports

C4

5. Interpreting the needs of internal/ external clients from clear information and feedback

C5

6. Applying basic numeracy skills to workplace requirements involving measuring and counting

C6

8. Sharing information (eg. with other staff, working as part of an allied health team)

C8

9. Negotiating responsively (eg. re own work role and/or conditions, possibly with clients)

C9

11. Being appropriately assertive (eg. in relation to safe or ethical work practices and own work role)

C11

12. Empathising (eg. in relation to others) C12

Teamwork

1. Working as an individual and a team member T1

2. Working with diverse individuals and groups T2

3. Applying knowledge of own role as part of a team T3

4. Applying teamwork skills to a limited range of situations

T4

5. Identifying and utilising the strengths of other team members

T5

6. Giving feedback T6


EMPLOYABILITY SKILLS


Code

Problem solving

1. Developing practical solutions to workplace problems (i.e. within scope of own role)

P1

2. Showing independence and initiative in identifying problems (i.e. within scope of own role)

P2

3. Solving problems individually or in teams (i.e. within scope of own role)

P3

5. Using numeracy skills to solve problems (eg. time management, simple calculations, shift handover)

P5

6. Testing assumptions and taking context into account (i.e. with an awareness of assumptions made and work context)

P6

7. Listening to and resolving concerns in relation to workplace issues

P7

8. Resolving client concerns relative to workplace responsibilities (i.e. if role has direct client contact)

P8

Initiative and enterprise

1. Adapting to new situations (i.e. within scope of own role)

I1

2. Being creative in response to workplace challenges (i.e. within relevant guidelines and protocols)

I2

3. Identifying opportunities that might not be obvious to others (i.e. within a team or supervised work context)

I3

5. Translating ideas into action (i.e. within own work role)

I5

6. Developing innovative solutions (i.e. within a team or supervised work context and within established guidelines)

I6




Code

Planning and organising

1. Collecting, analysing and organising information (i.e. within scope of own role)

O1

2. Using basic systems for planning and organising (i.e. if applicable to own role)

O2

3. Being appropriately resourceful O3

4. Taking limited initiative and making decisions within workplace role (i.e. within authorised limits)

O4

5. Participating in continuous improvement and planning processes (i.e. within scope of own role)

O5

6. Working within clear work goals and deliverables O6

7. Determining or applying required resources (i.e. within scope of own role)

O7

8. Allocating people and other resources to tasks and workplace requirements (only for team leader or leading hand roles)

O8

9. Managing time and priorities (i.e. in relation to tasks required for own role)

O9

10. Adapting resource allocations to cope with contingencies (i.e. if relevant to own role)

O10

Self management 1. Being self-motivated (i.e. in relation to requirements of own work role)

S1

2. Articulating own ideas (i.e. within a team or supervised work context)

S2

3. Balancing own ideas and values with workplace values and requirements

S3

4. Monitoring and evaluating own performance (i.e. within a team or supervised work context)

S4

5. Taking responsibility at the appropriate level S5




Code

Learning 1. Being open to learning new ideas and techniques) L1

2. Learning in a range of settings including informal learning

L2

3. Participating in ongoing learning L3

4. Learning in order to accommodate change L4

5. Learning new skills and techniques L5

6. Taking responsibility for own learning (i.e. within scope of own work role)

L6

7. Contributing to the learning of others (eg. by sharing information)

L7

8. Applying a range of learning approaches (i.e. as provided)

L8

10. Participating in developing own learning plans (eg. as part of performance management)

L10

Technology 1. Using technology and related workplace equipment (i.e. if within scope of own role)

E1

2. Using basic technology skills to organise data E2

3. Adapting to new technology skill requirements (i.e. within scope of own role)

E3

4. Applying OHS knowledge when using technology E4


CHCAC317A.Support Older People To Maintain Their Independence

Element Performance Criteria

1. Support the older person with their activities of living.

1.1 Encourage older people to utilise support services where appropriate.

1.2 Clearly explain the scope of the service to be provided to the older person and/or their advocate.

1.3 Identify the needs of the older person from the service delivery plan and from consultation with a supervisor.

1.4 Ensure visits and service delivery accommodates the older persons established routines and customs where possible.

1.5 Perform work in a manner that acknowledges that the services are being provided in the clients own home.

1.6 Provide services in a manner that enables the older person to direct the processes where appropriate.

1.7 Provide support/assistance in accordance with organisation policy, protocols and procedures.

1.8 Demonstrate appropriate use of equipment to support/assist the older person with activities of living within work role and responsibility.

2. Recognise and report changes in an older persons ability to undertake activities of living.

2.1 Monitor the older persons activities and environment to identify increased need for support/assistance with activities of living.

2.2 Report to a supervisor the older persons inability to undertake activities of living independently.

2.3 Support/assist the older person to modify or adapt the environment or activity to facilitate independence.

2.4 Seek aids and/or equipment to support/assist the older person undertake activities of living independently.


3. Support the older person to maintain an environment that maximises independence, safety and security.

3.1 Encourage and support/assist the older person to maintain their environment.

3.2 Provide support to promote security of the older persons environment.

3.3 Adapt or modify the environment, in consultation with the older person, to maximise safety and comfort.

3.4 Recognise hazards and address in accordance with organisation policy and protocols.

4. Support the older person who is experiencing loss and grief.

4.1 Recognise signs that older person is experiencing grief and report to appropriate person.

4.2 Use appropriate communication strategies when older person is expressing their fears and other emotions associated with loss and grief.

4.3 Provide older person and/or their support network with information regarding relevant support services as required.


Skills and Knowledge Required Skills

It is critical that the candidate demonstrate the ability to:

Apply demonstrated understanding of own work role and responsibilities

Follow organisation policies and protocols

Liaise and report appropriately to supervisor

Adhere to own work role and responsibilities

Monitor older peoples ability to undertake instrumental activities of living and providing support/assistance in accordance with service delivery plans

In addition, the candidate must be able to demonstrate relevant task skills; task management skills; contingency management skills and job/role environment skills

These include the ability to:

Accommodate older peoples established routines and customs and right to direct service delivery processes

Apply reading and writing skills required to fulfil work role in a safe manner and as specified by the organisation/service:

this requires a level of skill that enables the worker to follow work-related instructions and directions and the ability to seek clarification and comments from supervisors, clients and colleagues

industry work roles will require workers to possess a literacy level that will enable them to interpret international safety signs, read clients service delivery plans, make notations in clients records and complete workplace forms and records

Apply oral communication skills required to fulfil work role in a safe manner and as specified by the organisation:

this requires a level of skill that enables the worker to follow work-related instructions and directions and the ability to seek clarification and comments from supervisors, clients and colleagues

industry work roles will require workers to possess oral communication skills that will enable them to ask questions, clarify understanding, recognise and interpret non-verbal cues, provide information and express encouragement

Apply numeracy skills required to fulfil work role in a safe manner and as specified by the organisation:


industry work roles will require workers to be able to perform basic mathematical functions, such as addition and subtraction up to three digit numbers and multiplication and division of single and double digit numbers

Apply basic problem solving skills to resolve problems of limited difficulty within organisation protocols

Work effectively with clients, social networks, colleagues and supervisors

Required Knowledge

The candidate must be able to demonstrate essential knowledge required to effectively perform task skills; task management skills; contingency management skills and job/role environment skills as outlined in elements and performance criteria of this unit

These include knowledge of:

Relevant policies, protocols and practices of the organisation in relation to Unit Descriptor and work role

The importance of community engagement and the ability to undertake instrumental activities of living for older people

Principles and practices of confidentiality and privacy

Principles and practices associated with providing services in a clients own living environment

Strategies for supporting/assisting an older person to undertake instrumental activities of living independently

Services and aids available to support independence with instrumental activities of living

Referral mechanisms

Safety and security risks associated with ageing

Hazards in an older persons environment

Strategies for minimising hazards in older persons environments

Stages of loss and grief and impact of ageing on persons experiences of loss and grief


Range Statement The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Older people may include: Individuals living in residential aged care environments

Individuals living in the community

Contexts may include: The older persons own dwelling

Independent living accommodation

Residential aged care facilities

Activities of living may include:

Home maintenance

Garden maintenance

Transport and attendance at appointments and social and recreational activities

Domestic cleaning

Domestic laundry

Meal preparation

Shopping

Attendance to financial matters and personal correspondence

Pet care

Report may be and include:

Verbal:

- telephone

- face-to-face

Non-verbal (written):

- progress reports

- case notes

- incident reports

Aids and/or equipment may include:

Domestic appliances utilised for cleaning, laundering and meal preparation

Gardening equipment

Personal and security alarms

Mobility devices

Hazards may include: Poor or inappropriate lighting

Slippery or uneven floor surfaces

Physical obstructions (e.g. furniture and equipment)

Poor home and domestic appliance maintenance

Inadequate heating and cooling devices

Inappropriate footwear and clothing


Evidence Guide The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions

It is recommended that assessment or information for assessment will be conducted or gathered over a period of time and cover the normal range of workplace situations and settings

Where, for reasons of safety, space, or access to equipment and resources, assessment takes place away from the workplace, the assessment environment should represent workplace conditions as closely as possible

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Resources required for assessment include access to: - appropriate workplace where assessment can take

place - relevant organisation policy, protocols and

procedures - equipment and resources normally used in the

workplace

Method of assessment may include:

Observation in the workplace

Written assignments/projects

Case study and scenario analysis

Questioning

Role play simulation


1. Support the older person with their activities of living.


1.2 Clearly explain the scope of the service to be provided to the older person and/or their advocate.

1.3 Identify the needs of the older person from the service delivery plan and from consultation with a supervisor.

1.4 Ensure visits and service delivery accommodates the older persons established routines and customs where possible.

1.5 Perform work in a manner that acknowledges that the services are being provided in the clients own home.

1.6 Provide services in a manner that enables the older person to direct the processes where appropriate.

1.7 Provide support/assistance in accordance with organisation policy, protocols and procedures.

1.8 Demonstrate appropriate use of equipment to support/assist the older person with activities of living within work role and responsibility.


Being aware of ageism (the process of systematic stereotyping and discrimination against older people simply because they are old), stereotyping and the impact of attitudes on how services are delivered will help aged care workers and carers to focus on their clients. Remem-ber that the client not the worker or anyone else should be at the centre of the service. Services must always focus on the individual client and their needs, preferences and perspectives. To promote a client-centred or person-centred approach and minimise ageism and discrimination:

assume that everyone is different

check to see whether you use collective or childish names for older clients, such as'duckie', 'sweetie' or 'old codger' if you do, you may think you are being very caring but you are also being ageist

always use the person's preferred name, as this is an excellent start to providing an individualised, non-stereotypical service


always ask the person what they need and how they would like things done

use good listening and communication skills to clarify information and develop a working environment that is mutually respectful

learn about and uphold client rights, and tell clients what their rights are

if the client is from a culturally and linguistically diverse (CALD) community, use a trained interpreter do not use a member of the family, and do not try to guess what the person is saying

let the older person be the judge of what is in their best interests.

The elderly have certain absolute rights that should be built into all services that are provided. These rights include respect for their dignity, the ability to make informed choices either directly or through a guardian, and respect for their right to confidentiality and privacy and these are found in state and federal legislation and acts such as the Privacy Act and the Confidentiality Act.

Healthy ageing requires providing support to older people before they experience physical or mental health crisis. The availability of accessible transport and leisure and recreation programs is vital to realise the expectation of a healthy and enjoyable old age, as is access to information services such as computer and electronic media to assist in maintaining social networks. Home support services such as home help, personal care, home modification and home maintenance are important in supporting older people to remain independent at home.

Health Ageing approaches:-

research to identify causes of disease and the best way to deal with them

health promotion

recognition of individualised needs, including cultural preferences, beliefs and values

physical activity to maintain fitness

mental activity, including learning,

recreation and social activity

good nutrition

regular health checks for the early identification of diseases

immunisation programs

revising lifestyle choices such as diet, exercise, drug and alcohol use, smoking

careful medication management

Quality Care Services for Older People

affordable, accessible, appropriate, efficient and high-quality services


planned, integrated, innovative, flexible and coordinated services

a range of private and publicly funded services

a trained workforce

providing information to clients so that they can make informed choices

supporting the needs of carers

(Andrews 2001)

In 2001, the Australian government established the Commonwealth Carelink Centre to help people locate the right services. Carelink Centres provide information about community services, aged care homes and other support services via a freecall number. These centres have been successful in helping consumers understand how to use the system and in referring them to relevant services in their area.

The expectations we have on services are:-

Are reliable, dependable and on-going

Meet the required government standards set by federal and state legislation

Empower older people to participate in the delivery of their care

Are affordable and accessible

Have a fair society in which, everyone is of equal worth and everyone has an equal opportunity to succeed (social justice).

Are holistic and individualized to promote a person-centred approach.

Social Justice

Social justice is where everyone is of equal worth and everyone has an equal opportunity to succeed. There are four key areas to consider:-

1. Fairness in the distribution of resources-services, housing, wealth

2. Peoples rights are promoted

3. People have fair access to resources and services to meet their basic needs and to improve their quality of life

4. People have better opportunities to participate and be consulted about decisions that affect their lives.

As part of social justice comes access and equity is a commitment on behalf of your client and their personal carers. This is demonstrated by the work an aged care worker performs and aims to:-

develop a client-centred culture based on responding to their expressed needs and wants

provide services that take a non-discriminatory approach to all people using the service including clients, family and friends, co-workers and the general public


undertake work that caters for individual differences including cultural, physical, religious, economic, social, developmental, behavioural, emotional and intellectual

protect the rights of clients. These rights include rights to:

privacy and confidentiality

being treated with dignity and respect

being safe and comfortable in the environment

being able to express their feelings and concerns

freedom of association and forming friendships

choosing to participate

having access to complaint mechanisms.

These rights should be referred to in all relevant documentation including the clients' charter of rights and the Aged Care Act 1997 that includes a quality system of accreditation as it relates to the Aged Care Standards.

Aged Care Standards

There are four standards and up to 44 expected outcomes to continue to receive funding from the government.

Standard 1: Management systems, staffing and organizational development.

Among other things this standard ensures:

homes have management and information systems that are responsive to the needs of clients, representatives, staff and stakeholders and the changing environment that the home operates within

continuous improvement

that you have access to a complaints system

that the staff who care for you are skilled, and

that the home has the appropriate goods and equipment.

Standard 2: Health and personal care, and requires that:

medication is managed safely and correctly

clinical care meets your needs

continence is managed effectively

pain management

continence management

you are offered a varied, healthy and well-balanced diet

oral and dental health is maintained, and

your best level of mobility is achieved.


Standard 3 is about lifestyle, and:

maintaining your independence

respecting your privacy, dignity and confidentiality

encouraging your participation in decisions about services the home provides

fostering your cultural and spiritual life, and

ensuring clients understand their rights and responsibilities.

Standard 4 requires a safe and comfortable environment that ensures quality of life, your welfare and that of your visitors and the homes staff by:

minimising fire, security and emergency risks

Occupational Health and Safety

having an effective infection control program, and

providing catering, cleaning and laundry services to enhance your clients quality of life.

This part helps your client, you as the carer, your clients family and friends understand the various types of home help available why your client might want or need them, and how they can be arranged for your client. Home help is often described as 'community care'.

Aged Care Assessment Teams

To work out if you're eligible for certain subsidised aged care services you'll need to contact your clients local Aged Care Assessment Team (ACAT or ACAS in Victoria). These are teams of health professionals who help decide on the types of care that will best meet your clients needs, such as home help or the support provided by an aged care home.

Referrals to an ACAT can be made by anyone you as a carer, your client or a health professional such as your clients doctor.

Once your client or their representative has made an appointment, a member of your clients local ACAT will visit them in their home, hospital or elsewhere, ask your client a series of questions and discuss the assessment with your client. You as carer are able to be involved in this discussion. The ACAT member visiting your client may be a doctor, nurse, social worker, physiotherapist, occupational therapist, psychologist or other appropriate health care professional. Their job is to discuss your clients situation, give your client all the information your client requires, and help your client make the best choices based on their individual needs and the services available. There are no fees charged for this assessment.

The ACAT is made up of health care professionals who have experience with the system and can help you in many ways:


with decisions about whether your client can continue living at home with home help or if your client should consider moving into an aged care home

by providing information about aged care homes and home care services in your clients area

by assessing your clients eligibility to receive aged care services

by organising and approving care and support services

by referring you to other services that may assist you, and

by arranging short-term care, such as respite care, so you as their carer or your clients can take a break.

Home & Community Care Program (HACC)

If your client requires some basic help with everyday tasks, the Home and Community Care (HACC) program can assist by supporting your clients independence at home and in the community. This is an ideal solution if long-term care in an aged care home is inappropriate and your client only needs low-level care. An assessment by an ACAT is not necessary to access these services.

The primary aim of all home and community care is to maintain or enhance the personal independence and quality of life of frail older people, people with disabilities and their carers. Home and community care services enable people to remain living at home rather than using hospitals, residential or institutional-based care. Without access to home and community care services many frail older people and people disabilities would require placement in a residential facility much sooner.

The Home and Community Care (HACC) program aims to provide your client with a basic range of maintenance and support services to help your client stay at home. The services are provided by the community, privately, and by church or charitable organisations throughout Australia.

The HACC Program can help your client with services such as:

nursing care, including home nursing, assistance with continence management, all in your clients own home

home help, such as housework, washing and shopping

home maintenance and modification

personal care, such as help with bathing, dressing and eating

meals on wheels and day centre-based meals

ancillary health services like podiatry and speech therapy

community-based respite care (day care) transport

assessment and/or referral services

counselling, information and advocacy services

social support (including neighbour aid), and

carer support


To access HACC your client can contact your local HACC provider directly, such as Meals on Wheels service, to discuss your clients needs and adjust them as your clients requirements change.

And remember, should your client develop more complex care needs your client should enquire about other community services, such as Community Aged Care Packages, Extended Aged Care at Home (EACH) and EACH Dementia. EACH HACC service provider will assess your client to determine the appropriate level of service for your client.

To contact your clients nearest HACC services, use the Talk to someone about this box in the right hand corner of this page, or call the Commonwealth Respite and Carelink Centre on 1800 052 222 during business hours or, for emergency respite support outside standard business hours, call 1800 059 059.

HACC services are designed for people who need support to continue living in the community and who are older and frail or who have a disability. So if your client has difficulties with everyday tasks, such as getting dressed or showering, this could well be the extra support your client needs. HACC services are designed to reach people with the greatest level of need, as decided by HACC service providers.

To be eligible for the HACC Program your client must:

be living at home, be an older and frail person, or a person with a disability and have difficulty doing everyday tasks such as dressing or preparing meals,

be a carer of a frail older person or person with a disability, or

be likely to need to go into an aged care home or a hospital for care if your client were not being provided with support from HACC.

Some services charge a small fee that varies between states and territories check with your clients local HACC service about the costs of the particular services your client needs. These vary according to your clients income and the number of services your client uses. Special arrangements may be made if your client cannot afford to pay.

Community care service providers are expected to comply with obligations under laws such as the Aged Care Act 1997. Under these laws your client has the right to be treated respectfully and be informed and consulted about their care.

The HACC Program operates under a comprehensive quality framework to ensure that acceptable standards of service provision and program administration are maintained. The National Guidelines for HACC Service Standards provide agencies with a nationally consistent approach to the quality and delivery of all HACC funded services. Agencies funded through the HACC Program are required to report on aspects of quality, including standards. The Standards Instrument was developed to provide a consistent method for evaluating and monitoring the quality of service provision, as well as assist in the planning aspects of the service delivery system on a regional, state, territory and national level.


Community Aged Care Packages (CACP)

This program provides a planned and managed package of community care for your client if your client has complex low-level care needs but can still live in their own home. To be eligible to receive a package, your client must be assessed by an Aged Care Assessment Team (ACAT).

Your clients CACP care managers role is to plan and manage your clients care package, tailoring it to your clients individual needs. For example, a package may give your client help with personal care such as bathing and dressing, domestic assistance such as housework and shopping, or possibly help participating in social activities

Other types of services that may be provided include:

meal preparation

laundry

assistance with continence management

transport

personal care

social support

home help

gardening, and

temporary in-home respite care

To be eligible to receive a care package, your client must be assessed by an Aged Care Assessment Team (ACAT or ACAS in Victoria) as requiring the level of assistance this package delivers.

Extended Aged Care at Home (EACH)

Extended Aged Care at Home (EACH) is a program that provides your client with high-level care at home if your client needs more assistance than a Community Aged Care Package can provide. EACH is also an individually planned package and is coordinated for your client.

An EACH package is highly flexible and includes qualified nursing input. The services that may be provided as part of an EACH package include:

care by an allied health professional such as a physiotherapist or podiatrist

personal care

domestic assistance

in-home respite

transport

social support

home help, and



To receive an EACH package an Aged Care Assessment Team (ACAT or ACAS in Victoria) must assess your client as needing high-level care at home. Information on ACATS is available from Doctors, Hospitals and Community Centres, or the Aged Care Information line on 1800 500 853 (free call), or Commonwealth Respite and Carelink Centres on 1800 052 222 (free call) during business hours or, for emergency respite support outside standard business hours, call 1800 059 059 (free call).


The Australian Government sets standards to ensure your client receive quality care. For example, community care standards make sure that your client receives a service that meets their individual needs and that they have access to complaints procedures if they need them.

Services that provide EACH packages are required to take part in Quality Reporting. It checks that services have systems and processes in place to meet the care standards that are put in place by government legislation.

Extended Aged Care at Home Dementia (EACH D)

If your client or someone your client cares for needs assistance because of behavioural problems associated with dementia, including periods of changes in behaviour, the Extended Aged Care at Home Dementia (EACH D) program can provide high-level care through an individually tailored package

An EACH D package is highly flexible and includes qualified nursing input. The services that may be provided as part of an EACH D package include:

linkages to government funded Dementia Behaviour Management Centres

care by an allied health professional such as a physiotherapist or podiatrist

personal care

home help, and


To receive an EACH D package, your client must first be assessed and approved by an Aged Care Assessment Team (ACAT or ACAS in Victoria) as a person who:

is experiencing behaviours of concern and psychological symptoms associated with dementia that significantly impact upon your clients ability to live independently in the community, and may impact on functional capacity

needs high level care in an aged care home

prefers to receive EACH D, and

is able to live at home with the support of an EACH D package.



The Australian Government sets standards to ensure your client receives quality care. Recipients of an EACH D package of care (or their representatives) are entitled to:

quality services that meet their required needs

where possible, their preferred level of social independence

access information about the care options available and the facts they may need to make informed choices

access to details of the care being provided

take part in developing a package of care that best meets their needs.

National Respite for Carers Program (NRCP)

Caring for a frail or older person can be physically and emotionally demanding. To make sure you as a carer get a break, the National Respite for Carers Program (NRCP) provides day care centres, in-home and activity respite programs. Your client does not need an ACAT assessment for community based respite services only if your client is receiving respite in an aged care home.

There is a lot of assistance available for carers today, including timely, quality information, carer education and support thats both culturally and linguistically sensitive. If your client cares for a family member or friend to help them to continue living at home, your client may also be interested in respite care opportunities, which give your client and the person they're caring for the chance to take a short break.

The National Respite for Carers Program (NRCP) allows carers of older people, people needing palliative care and people with disabilities to have a break to look after their own health and well-being, with the comfort of knowing that their clients dependants are well looked after. A range of community-based and residential respite is available and includes:

day care centres that provide respite for a half day or full day

in-home respite services, including overnight, home care and personal care services providing respite and support

activity programs

a break away from home, perhaps with a support worker

respite for carers of people with dementia and challenging behaviours

respite in a residential aged care home or overnight respite in a community setting, and

respite for employed carers and for carers seeking to return to work.


The NRCP can provide you as carer with specialised professional counselling. These services are operated through Carers Australia and The Network of Carer Associations, located throughout Australia. You can call them on 1800 242 636.

Access to respite care is based on priority and need. For respite care in your clients home or in a day care centre, the respite service provider, or the Commonwealth Respite and Carelink Centre will assess whether you and your carer are eligible. The amount of care you receive will depend on your needs, your eligibility, and the availability of respite care services. You can contact the Commonwealth Respite and Carelink Centres on 1800 052 222 during business hours or, for emergency respite support outside standard business hours, call 1800 059 059. To receive respite care in an aged care home, you will have to be assessed by an Aged Care Assessment Team (ACAT or ACAS in Victoria), except in emergency situations. Usually, you can have up to 63 days of government-funded respite care in any financial year, and it may be possible to extend the care period by up to 21 days at a time, if your ACAT considers this necessary. Commonwealth Respite and Carelink Centres can help you with locating and booking a respite bed.

Centrelink Assistance

Financial assistance is available in many forms to help your client and/or you including:

the Disability Support Pension, available for people who are unable to work for a prolonged period of time because of a disability

the Mobility Allowance, paid to eligible disabled workers to meet the extra cost of travel

the Carer Payment, which provides an income support payment (similar to a pension) for people whose caring responsibilities prevent them from significantly participating in the workforce, and

the Carer Allowance, which provides an income supplement for people who provide daily care and attention at home for an adult or child with a disability or severe medical condition.

Centrelink can also help with information about Rent Assistance, the Age Pension and concession cards. It also provides the Financial Information Service, a free and independent financial planning service available whether or not your client is receiving a pension or benefit.

Community care service providers are expected to comply with obligations under their funding agreements and to deliver quality services that must meet national standards. Your client has the right to be treated respectfully, be informed and consulted about their care, and the right to make a complaint. In turn, your client has a responsibility to treat their service provider with respect.

The Australian Government sets standards to ensure your client receives quality care. For example, community care standards ensure that your client receives a service that meets your clients individual needs. Your client has access to complaints procedures should they require them.


Commonwealth Respite and Carelink Progr

chcac317a support older people to maintain their independence

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