Chcac318b Work Effectively With Older People Tmg

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CHCAC318B Work effectively with older people

Trainers Marking Guide

Author : John Bailey

Copyright

Text copyright 2010, 2013 by J.N.Bailey

Illustration, layout and design copyright 2010, 2013 by J.N.Bailey.

Under Australias Copyright Act 1968 (the Act), except for any fair dealing forthe purposes of study, research, criticism or review, no part of this book maybe reproduced, stored in a retrieval system, or transmitted in any form or byany means without prior written permission from J.N.Bailey. All inquiriesshould 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 isthe greater, to be copied by an education institution for its educationalpurposes provided that that educational institution (or the body thatadministers it) has given a remuneration notice to J.N.Bailey.

Disclaimer

All reasonable efforts have been made to ensure the quality and accuracy ofthis publication. J.N.Bailey assumes no responsibility for any errors oromissions and no warranties are made with regard to this publication. NeitherJ.N.Bailey nor any authorised distributors shall be held responsible for anydirect, incidental or consequential damages resulting from the use of thispublication.

Published in Australia by:

J.N.Bailey

PO Box 268

Macarthur Square NSW 2560

Australia

Document Name: CHCAC318B Work effectively with older people TMG Created Date: 23-Dec-09Document No: Version No: V6 Last Modified Date: 24 -Dec-12 John Bailey 2010, 2013 Page Sequence: Page 2 of 32


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CHCAC318B Work effectively witholder people

ContentsPERFORMANCE CRITERIA ................................................................................................................................. 4

ASSESSMENT RECORD ...................................................................................................................................... 7

ASSESSMENT MATRIX ...................................................................................................................................... 8

SHORT QUESTIONS ANSWER SHEET ............................................................................................................ 10

PORTFOLIO INSTRUCTIONS - TRAINER ............................................................................................................ 16

PORTFOLIO ASSESSMENT MARKING FORM .................................................................................................... 18

LEARNERS UNDERPINNING KNOWLEDGE ....................................................................................................... 23

PORTFOLIO FEEDBACK TO LEARNER: .............................................................................................................. 24

PRACTICAL INSTRUCTIONS - TRAINER ............................................................................................................ 25

PRACTICAL ASSESSMENT MARKING FORM..................................................................................................... 26

LEARNERS UNDERPINNING KNOWLEDGE ....................................................................................................... 31

PRACTICAL FEEDBACK TO LEARNER: ............................................................................................................... 32



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Performance Criteria

1. Apply understanding of the structure and profile of theresidential aged care sector.

1.1 Conduct work that reflects an understanding of the key issues facingolder people and their carer/s.

1.2 Conduct work that reflects an understanding of the currentphilosophies of service delivery in the sector.

1.3 Recognise the impact of ageing demographics on funding and servicedelivery models.

1.4 Conduct work that reflects an understanding of current legislation.

2. Apply understanding of the home and communit y care

sector.

2.1 Demonstrate broad knowledge of policy and programs such asHACC, DVA and Government community care directions.

2.2 Comply with duty of care implementation in home and communitysettings and worker roles.

2.3 Demonstrate broad knowledge of ageing in place.

3. Demonstrate commitment to the philosophy of posit iveageing.

3.1 Take into account personal values and attitudes when planning andimplementing work activities.

3.2 Recognise and manage ageist attitudes through the support of theappropriate person.

3.3 Recognise the impact of changing expectations of clients, their familyand the wider community in relation to service delivery.

3.4 Conduct work that reflects an understanding of the individuality ofageing.

3.5 Conduct work that minimises the effects of stereotypical attitudes and

myths on the older person.

4. Apply understanding of the physical and psychosocialaspects of ageing.

4.1 Outline strategies that the older person may adopt to promote healthylifestyle practices.

4.2 Take into account physical changes associated with ageing whendelivering services.

4.3 Recognise and accommodate the older persons interests and life

activities when delivering services.



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4.4 Assist the older person to recognise the impact physical changesassociated with ageing may have on their activities of living.

5. Apply understanding of changes associated with ageing.

5.1 Take into account physical changes associated with ageing whendelivering services.

5.2 Apply knowledge of common problems associated with ageing whendelivering services.

5.3 Assist the older person to recognise the impact that changesassociated with ageing may have on their activities of living.

5.4 Communicate situations of risk or potential risk associated withageing to the older person.

6. Support the rights and interests of the older person.

6.1 Encourage and support the older person and/or their advocate/s to beaware of their rights and responsibilities.

6.2 Conduct work that demonstrates a commitment to access and equityprinciples.

6.3 Adopt strategies to empower the older person and/or their advocate/sin regard to their service requirements.

6.4 Provide information to the older person and/or their advocate/s tofacilitate choice in their decision-making.

6.5 Recognise and report to an appropriate person when an olderpersons rights are not being upheld.

6.6 Provide services regardless of diversity of race or cultural, spiritual, orsexual preferences.

6.7 Provide information to the older person and/or their advocate/sregarding mechanisms for lodging complaints.

6.8 Identify indicators of elder abuse and respond appropriately in linewith organisation guidelines.

7. Support the older person who is experiencing loss and

grief.

7.1 Recognise signs that older person is experiencing grief and report toappropriate person.

7.2 Use appropriate communication strategies when older person isexpressing their fears and other emotions associated with loss andgrief.

7.3 Provide older person and/or their support network with informationregarding relevant support services as required.



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8. Deliver services within a quality framework.

8.1 Identify key aspects of the quality framework and how they linktogether.

8.2 Demonstrate understanding of regulatory/ accreditation qualitystandards in relation to delivery of services.

8.3 Ensure work practices reflect the organisations policies andprocedures.

8.4 Complete documentation that feeds into the quality system.

8.5 Participate in quality improvement activities.



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Assessment RecordLearner Name:

Assessor Name:

Location: Date:

CHCAC318B. Work effectively wi th older people

Circle answer

The Learners writtenassessment questions were:

Satisfactory Not Yet Satisfactory

The Learners portfolio

content was:


The Learners practicalperformance was:


The Learners overall resultwas:

Competent Not Yet Competent

Comments

Learners Signature: Date:

Assessors Signature: Date:



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Assessment MatrixQuestion Questions Matrix

1. 1.1

2. 1.1

3. 1.2

4. 2.1

5. 2.1

6. 2.2

7. 2.3

8. 3.1

9. 3.1

10. 3.2, 6.5, 7.1

11. 3.5

12. 4.1

13. 4.2, 4.3, 5.1

14. 5.2

15. 4.4, 5.3, 5.4

16. 6.1

17. 6.1

18. 6.2

19. 6.3

20. 6.5

21. 6.6

22. 6.7

23. 6.8

24. 7.1, 7.2, 7.3

25. 7.1, 7.3



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Project Matrix

Task PC

Portfolio 1.3, 1.4, 2.1, 4.1-4.4, 6.1-6.8

Practical 8.1-8.5

PC Performance Criteria



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Short Questions Answer SheetBriefly answer the questions below in the spaces provided.

MULTIPLE CHOICE Circle the correct answer.

TRUE OR FALSE Circle the correct answer.

1. When working within the aged care sector you may be working with

older people who: PC 1.1

a) Live in residential aged care environments

b) Live in the community

c) May not yet use aged care services but are considering it

d) All of the above

2. When working with older people you need to be aware of issues that

may arise as a person ages. List three issues that older people may

face in their life:

PC 1.1: Responses may include:

Changes to physical processes

Changes in cognitive functions e.g. dementia

Social interaction

Role and family relationships

Living arrangements

Level of independence

Loss and grief

Family carer issues

Societal attitudes and expectations



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3. Give two (2) examples of current philosophies of service deliveryin the

aged care sector:


Changing societal expectations (consumerism)

Changing political context (policies and initiatives)

Changing economic context

Impact of ageing demographics

4. What does the HACC Program stand for and what is its purpose?


The HACC (Home and Community Care) Program provides services

such as domestic assistance, personal care as well as professional

allied health care and nursing services, in order to support older

Australians, younger people with a disability and their carers to be more

independent at home and in the community and to reduce the potential

or inappropriate need for admission to residential care.

5. What does DVA stand for and what is its purpose?


Department of Veterans Affairs Volunteer association providing

support to people who have made the transition from the forces into

civilian life, offering a welfare, pension and advocacy advice service

free of charge

6. Give an example when you may be required to discharge the duty of

care in order to protect a person from harming themselves or from

harming others:

PC 2.2: Responses may include but not limited to:

If you need to physicalyl restrain a person who is cognitively impaired

and has an open wound. This is to prevent them from dripping blood

around the facility

7. What does the term aging in place mean?

PC 2.3: Responses may include: that people have the opportunity and

the ability to live in ones home, wherever that may be, for as long and

comfortably as possible



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8. What does the positive ageing philosophy mean?

PC 3.1: Responses may include: it is a philosophy that recognises that

some things make for a healthier, happier life, no matter what your age.

Such as a sense of community, family, friends, being able to give and to

receive, a home of your own choosing, being able to make gooddecisions, practical support when you need it

9. Use the words in the table below to complete the following sentence.

people values attitudes

PC 3.1: When planning and implementing work activities with older

______________ (people)you need to take into consideration peoples

personal ______________ (values)and _______________ (attitudes).

10. Give three (3) examples of people you can ask for support from when

managing ageist attitudes:

PC 3.2, 6.5, 7.1: Responses may include:

Supervisor

Member of senior management

Colleagues

Carers

Health professionals

External agencies

Law enforcement officer

11. When working with older people you need to work in a way that

minimises the effects of stereotypical attitudes on the person.

PC 3.5: True

12. Give an example of a suggestion you could give to an older person that

would promote a healthy lifestyle practice:

PC 4.1: Trainer to advise



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13. When delivering aged care services you need to: PC 4.2, 4.3, 5.1

a) Take into account the physical changes of the person

b) Already be a user of aged care services yourself

c) Recognise the persons interests and life activities

d) Both a) and c)

14. Give an example of when you have been working with an older person

and he/she has had an age-related problem you have had to help

him/her work through. What was the problem and how did your

knowledge of the age related problem help in this situation?


15. Give an example where you have had to help an older person to realise

that certain changes associated with ageing may have an impact on

their daily activities. Were there any risks or potential risks you had to

communicate to the person?

PC 4.4, 5.3, 5.4: Trainer to advise

16. Give four (4) examples of the rights that older people have that you

should encourage older people and their advocates to be aware of:


Privacy

Confidentiality

Dignity

Freedom of association

Informed choice

To lodge a complaint

Right to express ideas and opinions

To an agreed standard of care



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17. List three (3) sources of information where you can find details on the

rights of older people:


Residential care manual

Aged Care Act

Industry and organisation service standards

Industry and organisation codes of practice and ethics

Accreditation standards

International and national charters

Organisation policy and procedure

18.Access and equity principles may include: PC 6.2

a) Creation of a client orientated culture

b) Non-discriminatory approach to all individuals

c) Respect for individual services

d) None of the above

e) All of the above

19. Give an example how you could empower an older person in regard to

their service requirements:

PC 6.3: Responses may include but are not exclusive to:

Ensuring theyre aware of their rights and entitlements

20. What would you do if an older persons rights are not being upheld? PC

6.5:

a) Do nothing and let the person try to deal with the situation on

their own

b) Try to remedy the situation yourself

c) Report the situation to an appropriate person

d) Both a) and b)



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21. When providing services to older people you would alter the service

depending on their race, spiritual or sexual preferences.

PC 6.6: True

22. Outline the procedures a person would need to follow to lodge a

complaint for your workplace:


23. When working with older people, how would you be able to see signs of

elder abuse? PC 6.8

a) From various physical indicators

b) From various behavioural indicators

c) Indicators from the family/care giver

d) All of the above

24. Give an example of a time you had to use appropriate communication

strategies when an older person you were working with showed signs of

fear and other emotions associated with grief. What happened and how

did you help support the person who was experiencing loss and grief?

PC 7.1, 7.2, 7.3: Trainer to advise

25. When you are supporting an older person who is experiencing loss and

grief what can you do? PC 7.1, 7.3

a) Report the situation to an appropriate person

b) Let the person work through their grief alone

c) Provide the person with information where they can receive

relevant support services

d) Both a) and c)



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Portfolio Instructions - TrainerPortfolio Instructions - Trainer

In the students portfolio instructions, the criteria required as evidence for their portfolio isclearly listed according to performance criteria for that unit. It is suggested that the studentclearly reads and defines each point and includes all relevant documentation in theirportfolio.

The following performance criteria is required: 1.3, 1.4, 2.1, 4.1-4.4, 6.1-6.8

All portfolio contents must be organized in a logical sequence.

The information included in the portfolio should be typed and presented in a neat and tidymanner.

Apply unders tanding of the st ructure and prof ile of the res ident ial aged care sector.

Write an essay of 1000 words explaining the impact the ageing population in Australiahas on funding and service delivery models. Include in your answer any recent changesor amendments to legislation relating to the aged care sector

Apply unders tanding of the home and communi ty care sec tor.

What does HACC and DVA stand for? What groups do they represent and what is theirpurpose?

Outline other community care directions that exist in your local area

Apply unders tanding of the physical and psychosocial aspects o f ageing.

You are a care worker who supports George with domestic duties, gardening and cooking.George is 80 years old and lives alone but is still very fit and active. He regularly playslawn bowls and also likes to take walks around the local park. However recently one ofGeorges best friends became ill and has been in hospital for a couple of months. He wasthe person who George would meet up for their daily and weekly exercise. Since John hasbeen in hospital George has been a little sad and hasnt felt like going out of the house. Asa result he has become a little stiff, hasnt been sleeping very well and is a little agitated ashe is bored of reading books and watching television. George says he feels guilty that hecan still go out and walk and play bowls but his friend John cant and this is why hed prefernot to go. You feel that George should still be taking part in his physical activities andreally want to try to encourage him to do so, even if he does it alone or finds anotherperson to join.

Outline the steps you would take to help George understand that for his own health andwellbeing he should continue his normal healthy lifestyle. Consider the performancecriteria below when writing your responses.

Outline strategies that the older person may adopt to promote healthy lifestyle practices.

Take into account physical changes associated with ageing when delivering services.

Recognise and accommodate the older persons interests and life activities whendelivering services.

Assist the older person to recognise the impact physical changes associated withageing may have on their activities of living.



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Support the rights and interests of the older person.

Mary has recently moved into an aged care facility. Mary is not very mobile and can onlywalk short distances around her room and living areas. When she goes to town or tochurch she uses a wheelchair. Prior to moving to the rest home Mary was told that alltransport would be made available to accommodate her activities including shopping,visiting friends/relatives, church services etc. However, when Mary requested transport toher grandsons christening on a Sunday afternoon she was told that it wasnt possible as itwas a special occasion and not a day-to-day activity. She was also told that the churchwhere the ceremony was being held was on the other side of the city and there wouldnt bean available van to take here there on a busy Sunday afternoon anyway. As Mary has herwheelchair, her family members are unable to transport her as their vehicles cantaccommodate the chair. Mary is very distressed and has come to you for advice. Shefeels that it is her right to have transport when she requests it, especially as she gave onemonths advanced notice. She feels that if the aged care facility does not have an available

van they should make arrangements to organize another method of transport for Mary.

What would you do in this situation to support the rights and interests of Mary? Considerthe performance criteria below when writing your responses.

Encourage and support the older person and/or their advocate/s to be aware of theirrights and responsibilities.

Conduct work that demonstrates a commitment to access and equity principles.

Adopt strategies to empower the older person and/or their advocate/s in regard to theirservice requirements.

Provide information to the older person and/or their advocate/s to facilitate choice intheir decision-making.

Recognise and report to an appropriate person when an older persons rights are notbeing upheld.

Resources required for Portfolio

Access to appropriate workplace where assessment can take place

Simulation of realistic workplace setting for assessment

Relevant organizational policy, protocols and procedures



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Portfolio Assessment Marking FormS = Satisfactory NYS = Not Yet Satisfactory NA =Not Assessed

Please tick column

Apply understand ing of thestructure and profile of theresidential aged care sector.

S NYS NA Comments/Observations

1.1 Conduct work thatreflects an understandingof the key issues facingolder people and theircarer/s.

1.2 Conduct work that

reflects an understandingof the currentphilosophies of servicedelivery in the sector.

1.3 Recognise the impact ofageing demographics onfunding and servicedelivery models.

1.4 Conduct work thatreflects an understandingof current legislation.

Apply understand ing of thehome and community caresector.

2.1 Demonstrate broadknowledge of policy andprograms such as HACC,DVA and Governmentcommunity caredirections.

2.2 Comply with duty of careimplementation in homeand community settings

and worker roles.2.3 Demonstrate broad

knowledge of ageing inplace.

Demonstrate commitment tothe philosophy of positiveageing.

3.1 Take into accountpersonal values andattitudes when planningand implementing work

activities.



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3.2 Recognise and manageageist attitudes throughthe support of theappropriate person.

3.3 Recognise the impact ofchanging expectations ofclients, their family andthe wider community inrelation to servicedelivery.

3.4 Conduct work thatreflects an understandingof the individuality ofageing.

3.5 Conduct work thatminimises the effects ofstereotypical attitudesand myths on the olderperson.

Apply understand ing of thephysical and psychosocialaspects of ageing.

4.1 Outline strategies thatthe older person mayadopt to promote healthylifestyle practices.

4.2 Take into accountphysical changesassociated with ageingwhen delivering services.

4.3 Recognise andaccommodate the olderpersons interests and lifeactivities when deliveringservices.

4.4 Assist the older person torecognise the impact

physical changesassociated with ageingmay have on theiractivities of living.

Apply understanding ofchanges associated withageing.




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5.2 Apply knowledge ofcommon problemsassociated with ageingwhen delivering services.

5.3 Assist the older person torecognise the impact thatchanges associated withageing may have on theiractivities of living.

5.4 Communicate situationsof risk or potential riskassociated with ageing tothe older person.

Support the rights and

interests of the older person.

6.1 Encourage and supportthe older person and/ortheir advocate/s to beaware of their rights andresponsibilities.

6.2 Conduct work thatdemonstrates acommitment to accessand equity principles.

6.3 Adopt strategies to

empower the olderperson and/or theiradvocate/s in regard totheir servicerequirements.

6.4 Provide information tothe older person and/ortheir advocate/s tofacilitate choice in theirdecision-making.

6.5 Recognise and report toan appropriate person

when an older personsrights are not beingupheld.

6.6 Provide servicesregardless of diversity ofrace or cultural, spiritual,or sexual preferences.

6.7 Provide information tothe older person and/ortheir advocate/sregarding mechanismsfor lodging complaints.



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6.8 Identify indicators ofelder abuse and respondappropriately in line withorganisation guidelines.

Support the older personwho is experiencing loss andgrief.

7.1 Recognise signs thatolder person isexperiencing grief andreport to appropriateperson.

7.2 Use appropriatecommunication strategies

when older person isexpressing their fearsand other emotionsassociated with loss andgrief.

7.3 Provide older personand/or their supportnetwork with informationregarding relevantsupport services asrequired.

Deliver services within aquality framework.

8.1 Identify key aspects ofthe quality frameworkand how they linktogether.

8.2 Demonstrateunderstanding ofregulatory/ accreditationquality standards inrelation to delivery ofservices.

8.3 Ensure work practicesreflect the organisationspolicies and procedures.

8.4 Complete documentationthat feeds into the qualitysystem.

8.5 Participate in qualityimprovement activities.



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Critical Aspects N NYS SComments on how Learnerdemonstrated critical aspects

The individual being assessedmust provide evidence ofspecified essential knowledgeas well as skills.

This unit will be mostappropriately assessed in theworkplace or in a simulatedworkplace and under thenormal range of workplaceconditions.

It is recommended thatassessment or information for

assessment will be conductedor gathered over a period oftime and cover the normalrange of workplace situationsand settings.

Where, for reasons of safety,space, or access to equipmentand resources, assessmenttakes place away from theworkplace, the assessmentenvironment should representworkplace conditions as closely

as possible.

The Learners performancewas: CIRCLE ANSWER

Satisfactory Not Satisfactory



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Learners Underpinning Knowledge

Addi tional Questions Tick whichever answer appliesSatisfactoryResponse

The Learner should answer the following questions:

(Trainer/assessor to ask appropriate questions to confirmcompetency)

Yes No

The Learners underpinning knowledge was:

CIRCLE ANSWERSatisfactory Not Satisfactory



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Portfolio Feedback to Learner:

The Learners overallportfolio was:






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Practical Instructions - TrainerRole Play: The Learner is required to take part in a role play. The following scenario andinstructions were given to the Learner.

Scenario: You are currently the manager of an aged care facility. You have been introduced to abusiness person who is interested in building and opening an aged care residential facility in yourarea. He does not have any knowledge of service delivery, accreditation standards and processesfor the aged care sector and would like your expert help in researching the project. You have beenasked to attend a meeting to explain how services are delivered in a quality framework and thecriteria that must be met in order to run an aged care facility. Your role is to talk to the group ofinvestors and answer any questions that they might have.

The meeting with the investors is to be the role play. Three or four colleagues or classmates are toact in the roles of the investors and the Learner is to act the role of a manager of an aged carefacility that is currently operating.

Points that should be included in the presentation/role play are:

Explain key aspects of the quality framework and how they link together

Explain the regulatory/accreditation quality standards in relation to delivery of services

Give an example of how work practices must reflect an organisations policies and procedures

Give examples of completed documentation that feeds into the quality system

Explain the various activities that your current workplace take part in for quality improvement

Throughout the role play the trainer/assessor will ask questions in conjunction with the role playand questions that may not relate to the specific situation that is being discussed. This is so that ifthe situation does not have a specific issue that is required to be assessed in the Learner will stillfulfil the criteria.

In order to achieve consistency of performance, evidence should be collected over a set period oftime which is sufficient to include dealings with an appropriate range and variety of situations.

The Learner is required to check their progress with the trainer/assessor at the completion of eachpart of the assessment before commencing the next.

The trainer/assessor will inform the Learner of any significant errors or misjudgments throughoutthe procedure and give valuable feedback to the Learner for the rectification of the problem.

If the result of the assessment is that the Learner is Not Yet Satisfactory, the Learner may berequired to retake the assessment.

Resources required for Practical

Access to appropriate workplace where assessment can take place

Simulation of realistic workplace setting for assessment

Relevant organizational policy, protocols and procedures



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Practical Assessment Marking FormS = Satisfactory NYS = Not Yet Satisfactory NA =Not Assessed

Please tick column

Apply understand ing of thestructure and profile of theresidential aged care sector.

S NYS NA Comments/Observations

1.1 Conduct work thatreflects an understandingof the key issues facingolder people and theircarer/s.

1.2 Conduct work thatreflects an understandingof the currentphilosophies of servicedelivery in the sector.

1.3 Recognise the impact ofageing demographics onfunding and servicedelivery models.

1.4 Conduct work thatreflects an understandingof current legislation.

Apply understand ing of thehome and community caresector.

2.1 Demonstrate broadknowledge of policy andprograms such as HACC,DVA and Governmentcommunity caredirections.

2.2 Comply with duty of careimplementation in home

and community settingsand worker roles.

2.3 Demonstrate broadknowledge of ageing inplace.

Demonstrate commitment tothe philosophy of positiveageing.

3.1 Take into accountpersonal values andattitudes when planning

and implementing workactivities.



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3.2 Recognise and manageageist attitudes throughthe support of theappropriate person.

3.3 Recognise the impact of

changing expectations ofclients, their family andthe wider community inrelation to servicedelivery.

3.4 Conduct work thatreflects an understandingof the individuality ofageing.

3.5 Conduct work thatminimises the effects ofstereotypical attitudes

and myths on the olderperson.

Apply understand ing of thephysical and psychosocialaspects of ageing.

4.1 Outline strategies thatthe older person mayadopt to promote healthylifestyle practices.

4.2 Take into accountphysical changes

associated with ageingwhen delivering services.

4.3 Recognise andaccommodate the olderpersons interests and lifeactivities when deliveringservices.

4.4 Assist the older person torecognise the impactphysical changesassociated with ageingmay have on their

activities of living.

Apply understanding ofchanges associated withageing.


5.2 Apply knowledge ofcommon problemsassociated with ageing

when delivering services.



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5.3 Assist the older person torecognise the impact thatchanges associated withageing may have on theiractivities of living.

5.4 Communicate situationsof risk or potential riskassociated with ageing tothe older person.

Support the rights andinterests of the older person.

6.1 Encourage and supportthe older person and/ortheir advocate/s to be

aware of their rights andresponsibilities.

6.2 Conduct work thatdemonstrates acommitment to accessand equity principles.

6.3 Adopt strategies toempower the olderperson and/or theiradvocate/s in regard totheir servicerequirements.

6.4 Provide information tothe older person and/ortheir advocate/s tofacilitate choice in theirdecision-making.

6.5 Recognise and report toan appropriate personwhen an older personsrights are not beingupheld.

6.6 Provide services

regardless of diversity ofrace or cultural, spiritual,or sexual preferences.

6.7 Provide information tothe older person and/ortheir advocate/sregarding mechanismsfor lodging complaints.

6.8 Identify indicators ofelder abuse and respondappropriately in line withorganisation guidelines.



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Support the older personwho is experiencing loss andgrief.

7.1 Recognise signs thatolder person isexperiencing grief andreport to appropriateperson.

7.2 Use appropriatecommunication strategieswhen older person isexpressing their fearsand other emotionsassociated with loss and

grief.7.3 Provide older person

and/or their supportnetwork with informationregarding relevantsupport services asrequired.

Deliver services within aquality framework.

8.1 Identify key aspects ofthe quality frameworkand how they linktogether.

8.2 Demonstrateunderstanding ofregulatory/ accreditationquality standards inrelation to delivery ofservices.

8.3 Ensure work practicesreflect the organisationspolicies and procedures.

8.4 Complete documentation

that feeds into the qualitysystem.

8.5 Participate in qualityimprovement activities.



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Critical Aspects N NYS SComments on how Learnerdemonstrated critical aspects

The individual being assessedmust provide evidence ofspecified essential knowledgeas well as skills.

This unit will be mostappropriately assessed in theworkplace or in a simulatedworkplace and under thenormal range of workplaceconditions.

It is recommended thatassessment or information for

assessment will be conductedor gathered over a period oftime and cover the normalrange of workplace situationsand settings.

Where, for reasons of safety,space, or access to equipmentand resources, assessmenttakes place away from theworkplace, the assessmentenvironment should representworkplace conditions as closely

as possible.

The Learners performancewas: CIRCLE ANSWER

Satisfactory Not Satisfactory



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Learners Underpinning Knowledge

Addi tional Questions Tick whichever answer appliesSatisfactoryResponse

The Learner should answer the following questions:

(Trainer/assessor to ask appropriate questions to confirmcompetency)

Yes No

The Learners underpinning knowledge was: Satisfactory Not Satisfactory



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Practical Feedback to Learner:

The Learners overallportfolio was:




Chcac318b Work Effectively With Older People Tmg

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