Course Title: Provide support to people living with dementia
Part B: Course Detail
Teaching Period: Term2 2016
Course Code: HWSS6077C
Course Title: Provide support to people living with dementia
School: 365T Global, Urban and Social Studies
Campus: City Campus
Program: C3319 - Certificate III in Individual Support
Course Contact: Renee Costa
Course Contact Phone: 9925 0886
Course Contact Email: firstname.lastname@example.org
Name and Contact Details of All Other Relevant Staff
Gwen Cawsey – email@example.com
Maria Pleitez- firstname.lastname@example.org
Nominal Hours: 65
Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.
Pre-requisites and Co-requisites
In this unit you will acquire the skills and knowledge neccesary to provide person-centred care and support to people living with dementia. It will assist you when following and contributing to an established individual plan.
This unit will apply to you when working in a residential or community context, including family homes. Work performed requires some discretion and judgement and may be carried out under regular direct or indirect supervision
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title:
CHCAGE005 Provide support to people living with dementia
4. Implement strategies which minimise the impact of behaviours of concern
5. Complete documentation
6. Implement self care strategies
1. Prepare to provide support to those affected by dementia
1.1 Apply person-centred care approaches to all interactions with the person living with dementia 1.2 Interpret individualised plan and familiarise self with the specific needs and wants of the person living with dementia 1.3 Identify and address person's needs for a stable and familiar environment 1.4 Recognise signs consistent with financial, physical or emotional abuse or neglect of the person and report to an appropriate person
2. Use appropriate communication strategies
2.1 Use verbal and non verbal communication strategies to maximise engagement of the person with dementia 2.2 Gain cooperation and provide reassurance as appropriate by using reality orientation 2.3 Use a range of validation strategies to relieve distress and agitation in the person
3. Provide activities for maintenance of dignity, skills and health
3.1 Organise activities which aim to maintain independence, using familiar routines and existing skills 3.2 Organise activities that are appropriate to the individual, reflecting their cultural likes and dislikes, in order to bring back pleasurable memories 3.3 Ensure the safety and comfort of the person balanced with autonomy and risk taking 3.4 Access information about the person's reminiscences and routines with family and carers 3.5 Provide support and guidance to family, carers and/or significant others where appropriate
On successful completion of this course you will have developed and applied the skills and knowledge required to demonstrate competency in the above elements.
Details of Learning Activities
Examples of learning activities
· class exercises to review discussions/lectures
· practical demonstrations in studio
· Blog/Wiki or other online discussion and participation
· analysis/critique of relevant reading material
· design activities or projects
· group projects
· peer learning
· guest lecture/presentation
· peer teaching and class presentations
· group discussion
· independent project based work
· group activities/projects
· ‘workshopping’ of student projects including peer/lecturer feedback
· visits to galleries and events
· practical placement
· simulated workplaces
Note: While your teacher will cover all the material in this schedule, the order is subject to change depending on class needs and availability of speakers and resources.
• What is the difference between dementia and Alzheimer’s Disease
• Signs and Symptoms of Dementia
• Apply person-centered care approaches to all interactions with the person living with dementia
• Use verbal and Non-verbal communication strategies to maximize engagement of the person with Dementia
• Use a range of validation strategies to relieve distress and agitation in the person
• Activities for maintenance of dignity, skills and health
• Intimacy and sexual issues
• Providing support and guidance to family and carers and or significant others where appropriate
• Identify behaviours of concern and potential triggers
• Contribute to team discussions on support planning and review and take action to minimize the likelihood of and reduce the impact of behaviours on the person and others
• Safety inside and outside the home
• Comply with organisation’s reporting requirements including reporting observations to the supervisor
• Complete and maintain and store documentation according to organisation’s policy and procedures
• Monitor own stress levels in relation to working with people with Dementia
• Use appropriate self-care strategies and seek support if required
RMIT will provide you with resources and tools for learning in this course through our online systems and access to specialised facilities and relevant software. You will also have access to the library resources. Students will need to purchase an RMIT polo top as uniform for placement
Overview of Assessment
This unit of competency is delivered and assessed with the unit of competency Deliver care services using a palliative approach (CHCPAL001)
There will be three forms of assessment and they will include a research task, questions and answers in relation to the unit of competency and practical assessment either in a simulated or workplace environment.
The assessment tasks are as follows:
Task 1: Questions and answers
Task 2: Research task
Task 3: Observation in a simulated and workplace environment
If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or the Disability Liaison Unit if you would like to find out more.
A student charter http://www.rmit.edu.au/about/studentcharter summarises your responsibilities as an RMIT student as well as those of your teachers.
Your course assessment conforms to RMIT assessment principles, regulations, policies, procedures and instructions which are available for review online: http://www1.rmit.edu.au/browse;ID=c15i3ciaq8ca
To demonstrate competency in this course you will need to complete all of the following pieces of assessment to a satisfactory standard. You will receive written feedback on all assessment (refer to MyRMIT for assessment criteria).
Task 1:This task will require you to read, interpret, discuss goals and required equipment for the plan to support people living with and answer a series of related questions
Task 2: This task will require you to research and report on a variety of topics included but not limited to; legal and ethical considerations for home and community services, organisational policies and procedures, personal security, indicators for abuse and neglect
This task requires you to answer a series of written and verbal questions about a plan to support people living with dementia and required equipment as well as legal and ethical considerations and organisational polices and procedures.
Skills must have been demonstrated in an ageing support workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe, impractical or threatens the dignity of the person. The following conditions must be met for this unit:
-use of suitable facilities, equipment and resources, including:
-individualised plans and any relevant equipment outlined in the plan
-personal protective equipment
-relevant organisation policies and procedures
-Overall, assessment must involve workplace interactions with people in their home, colleagues, families/carers and working with the person’s individualised plan.
Students will be given an assessment marking guide for reference at the time that the assessment tasks are distributed.
Please refer to the RMIT student page for extensive information about study support, assessment, extensions, appeals and a range of other matters: rmit.edu.au/students
Cover Sheet for Submissions
You must complete a submission cover sheet for every piece of submitted work, including online submissions. This signed sheet acknowledges that you are aware of implications of plagiarism
It is strongly advised that you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency.
Applying for an Extension
Extension of time for assessment tasks may be granted where circumstances beyond your control prevent submission by the published due date. Speak with your teacher or course coordinator regarding applying for an extension.
Applying for Special Consideration
If you are seeking an extension of more than seven calendar days (from the original due date) you must lodge an Application for Special Consideration form, preferably prior to, but no later than two working days after the official due date. Late applications will only be accepted in exceptional circumstances. For information about Special Consideration and how to apply, see:
Academic integrity means honesty and responsibility in scholarship through respecting the work of others whilst having the freedom to build new insights, new knowledge and ideas. RMIT University upholds the values of academic integrity as fundamental to the scholarship undertaken by all members of its community. Whenever you refer to another person’s research or ideas (either by directly quoting or paraphrasing them) you must acknowledge your source.
If you are even in doubt about how to properly cite a reference, consult your lecturer or the academic integrity website: http://www.rmit.edu.au/academicintegrity
The RMIT library provides tools to assist with your referencing http://www1.rmit.edu.au/library/referencing
Plagiarism and Collusion
Plagiarism and collusion constitute extremely serious academic misconduct, and are forms of cheating. You are reminded that cheating, whether by fabrication, falsification of data, or plagiarism, is an offence subject to University disciplinary procedures. Plagiarism is the presentation of the work, idea or creation of another person as though it is your own. It is a form of cheating and is a very serious academic offence that may lead to expulsion from the University. Plagiarised material can be drawn from, and presented in, written, graphic and visual form, including electronic data, and oral presentations. Plagiarism occurs when the origin of the material used is not appropriately cited. Plagiarism is not acceptable.
Examples of plagiarism include:
· Copying sentences or paragraphs word-for-word from one or more sources, whether published or unpublished, which could include but is not limited to books, journals, reports, theses, websites, conference papers, course notes, etc. without proper citation;
· Closely paraphrasing sentences, paragraphs, ideas or themes without proper citation;
· Piecing together text from one or more sources and adding only linking sentences;
· Copying or submitting whole or parts of computer files without acknowledging their source;
· Copying designs or works of art and submitting them as your original work;
· Copying a whole or any part of another student’s work; and
· Submitting work as your own that someone else has done for you.
· Enabling Plagiarism: the act of assisting or allowing another person to plagiarise or to copy your own work is also an offence.
For further information, please see the RMIT Plagiarism Policy – http://www.rmit.edu.au/browse;ID=sg4yfqzod48g1 (unresolved) – and the RMIT Student Conduct Regulations – http://www1.rmit.edu.au/browse;ID=r7a7an6qug93
The originality verification software Turnitin may be used in this course. For details, see: http://www.turnitin.com
RMIT University is committed to providing a harmonious study and work environment for all students and staff. The University recognises your right to raise concerns about academic, administrative or support services without recrimination and has policies and procedures to assist in the resolution of complaints.
Most issues are resolved at the local level and you are encouraged to take steps to resolve your issue locally. The student complaint procedure details steps to take if your problem is not resolved or you believe the response you received is unreasonable.
Student Complaints Policy: http://www1.rmit.edu.au/policies/studentcomplaintspolicy
Sudent complaints Procedure: http://www1.rmit.edu.au/browse;ID=i1lexipvjt22
Student Complaints Form: http://mams.rmit.edu.au/v4ujvmyojugxz.pdf
Students must obtain their own police check by the due date and pay the associated costs. Students who do not obtain a required police clearance by the due date shall not be able to undertake a practical placement or work experience activity that requires a Police Check.
The University shall not be obligated to organise a placement for a student who does not wish to obtain a Police Check.
Where required by the workplace, students shall provide a copy of their police check on request.
If a student is rejected by a workplace on the basis of a Police Check, the following actions shall occur, as appropriate:
- advise the student of the outcome; and
- discuss placement options with the student; and/or
- provide program and career counselling.
RMIT will not store Police Checks on student files.
Early Termination of Placement
Under section 6 of the WIL Procedure, a placement may be ended early by the host organisation or School due to the student’s conduct and/or performance during the placement.
Possible reasons for such decisions may include, but are not limited to-
· failure to follow processes required for safety
· breach of client or patient confidentiality
· failure to comply with the instructions of supervisors
· or other unprofessional behaviour
Where a placement ends early, a meeting will be convened to discuss the sequence of events that led to the termination. This meeting will precede any consideration of a student’s progress by the Progress Panel (if applicable) or Program Assessment Board.
Course Overview: Access Course Overview