Course Title: Support relationships with carers and families

Part B: Course Detail

Teaching Period: VE 2021

Class Number: 1864

Class Section: XXX1

For flexible terms and optional semesters, a Part B course guide may have been published for the entire teaching period, or for the specific class number in which you are enrolled. If there is no Part B course guide published for your specific class number, please refer to the guide for the teaching period in which you are enrolled. Enrolment Online is the definitive source for details regarding your class enrolment.

Course Code: HWSS6081C

Course Title: Support relationships with carers and families

Important Information:

This course is delivered and assessed in a cluster with;

  • CHCPAL001 - Deliver care services using a palliative care approach
  • CHCAGE005 - Support people living with dementia

School: 375T Vocational Design and Social Context

Campus: City Campus

Program: C3401 - Certificate III in Individual Support (Ageing)

Course Contact: Clare McGlone

Course Contact Phone: +61 3 9925 7929

Course Contact Email: clare.mcglone@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Nominal Hours: 70

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

None 

Course Description

This unit describes the skills and knowledge required to work positively with the carers and families of people using the service based on an understanding of their support needs.

 

This unit applies to workers across a range of community services contexts.


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCCCS025 Support relationships with carers and families

Element:

1. Include carers and family members as part of the support team

Performance Criteria:

1.1 Assess and acknowledge the role and importance of carers and family members for the person

1.2 Work in a manner that recognises and supports carer’s relationship with, and knowledge about, the person with support needs

1.3 Identify the knowledge and skills of the carer that complement the role of the worker

1.4 Involve carers and families in the design and delivery of the person’s support services

Element:

2. Assess and respond to changes in the care relationship

Performance Criteria:

2.1 Assess potential risks of change to the care relationship including any potential physical and psychological harm to carers and the person

2.2 Support the person, carer and family to identify and use strategies that maximise positive aspects of change and transition

2.3 Support carers, families and friends to maximise ongoing support and involvement in the life of the person

Element:

3. Monitor and promote carer rights, health and well being

Performance Criteria:

3.1 Respect the confidentiality and privacy of the carer, as well as the person with support needs

3.2 Identify and respond to the need for services required by the carer to support the care relationship with the person

3.3 Identify and respond to issues that may impact on the physical and emotional health and well being of the carer

3.4 Provide carers and families with information about carer support services


Learning Outcomes


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

Workshops, either face to face or online, where information is shared through talks and discussions, and exercises are conducted to apply learning. Time is spent during workshops for students to work on assessment tasks. It is an expectation that students also work on tasks outside of workshop time


Teaching Schedule

Workshops, either face to face or online, where information is shared through talks and discussions, and exercises are conducted to apply learning. Time is spent during workshops for students to work on assessment tasks. It is an expectation that students also work on tasks outside of workshop time

course Delivery: 

 

Sessions

 Courses

Activities

Session 1 

  • CHCPAL001 Deliver care services using a palliative care approach
  • CHCCCS025 Support relationships with carers and families
  • CHCAGE005 Provide support to people living with dementia.

 

  • Introduction to this cluster of three units
  • describe the principles of person-centred care.
  • care and planning
  • research
  • dementia

Session 2

  • CHCPAL001 Deliver care services using a palliative care approach
  • CHCCCS025 Support relationships with carers and families
  • CHCAGE005 Provide support to people living with dementia.

 

  • definition
  • value/who cares?
  • young carers/income and the workforce
  • carer's wellbeing
  • impacts of care
  • benefits of caring

Session 3

  • CHCPAL001 Deliver care services using a palliative care approach
  • CHCCCS025 Support relationships with carers and familie
  • CHCAGE005 Provide support to people living with dementia.

 

  • impact of caring and workforce participation
  • Gender discrimination
  • Long term impacts/caring for elderly parent/partner/neighbour

Session 4

  • CHCPAL001 Deliver care services using a palliative care approach
  • CHCCCS025 Support relationships with carers and familie
  • CHCAGE005 Provide support to people living with dementia.

 

  • CALD carers
  • transition to a health care facility
  • transition to palliative  care
  • Carer's and family-end of life/grief/palliative
  • Legal and ethical issues
  • carer's leave & rights

Session 5

  • CHCPAL001 Deliver care services using a palliative care approach
  • CHCCCS025 Support relationships with carers and familie
  • CHCAGE005 Provide support to people living with dementia.

 

  • introduction to dementia/facts/types
  • symptoms & indicators/categories
  • Behaviours of concern
  • 5 Major needs/triggers in dementia
  • dealing with & de-escalating behaviours of concern
  • policies/procedures/documentation

Session 6

  • CHCPAL001 Deliver care services using a palliative care approach
  • CHCCCS025 Support relationships with carers and familie
  • CHCAGE005 Provide support to people living with dementia.

 

  • risks/signs of abuse
  • reporting requirements
  • developing good relationships
  • planning /facilitating activities
  • communication

Session 7

  • CHCPAL001 Deliver care services using a palliative care approach
  • CHCCCS025 Support relationships with carers and familie
  • CHCAGE005 Provide support to people living with dementia.

 

  • self-care
  • managing stress
  • introduction to palliative care
  • approach/principles
  • team approach

Session 8

  • CHCPAL001 Deliver care services using a palliative care approach
  • CHCCCS025 Support relationships with carers and familie
  • CHCAGE005 Provide support to people living with dementia.

 

  • Your role
  • dignity vs duty of care
  • communication
  • culture
  • Physiological signs of dying
  • post end life
  • Family and grief
  • Kubler-Ross model
  • advanced care plan
  • End of course info


Learning Resources

Prescribed Texts


References


Other Resources

The University Library has extensive resources and provides subject specialist expertise, research advice, help with referencing and support through: 
The learning Lab 
www.rmit.edu.au/students/study-support/learning-lab 
The Study Support Hub 
https://www.rmit.edu.au/students/study-support/study-support-hub 
English for uni workshops 
https://www.rmit.edu.au/students/study-support/workshops/english-uni-workshops


Overview of Assessment

 

 Assessments will include a combination of tasks including knowledge questions and case study analysis.


Assessment Tasks

 

Students enrolled in Vocational Education and Training qualifications are assessed for Competency. To be assessed as Competent means you have consistently demonstrated the required knowledge and skills to a standard expected in the workplace. To be assessed as Competent in this course, you will need to complete each assessment task to a satisfactory standard. You will receive feedback from the teacher at the conclusion of each assessment task.
You should refer to the assessment brief which is available through Canvas for a full assessment criterion.

Results that apply to courses that are delivered and assessed in accordance with competency-based assessments are:
CA - Competency Achieved
NYC - Not Yet Competent
DNS - Did not submit for assessment 

 

Assessment task 1 Knowledge assessment tasks short-answer assessment task 

Broken into 3 parts of 10, 13, and 11 questions

 

Assessment task 2 This practical assessment will allow you to demonstrate your ability to: 

Assess and acknowledge the role and importance of carers and family members for the resident 

Identify the knowledge and skills of the carer that complement the role of the worker 

Contribute to team discussions on support planning and review 

Take action to minimise the likelihood of and reduce the impact of behaviours on the resident and others. 

 

Assessment task 3 

This simulated role play assessment will allow you to demonstrate your skills and knowledge to provide person-centred care and support to people living with dementia.

 Assessment task 4 demonstrate your ability to manage the end of life stage for a resident 

There are three parts to this task.

Parts one and two comprise role plays. In part one you are required to adopt the role of a Personal Care Assistant and provide care to a resident of an aged care facility according to their palliative care plan.

 

Part two is an extension or continuation of the role play in which you meet with the family of the resident. In this meeting you are required to respectfully introduce yourself, use appropriate communication strategies, create a supportive environment for the family and respect the consent profile resident’s palliative care plan.

 

In part three you are required to respond to a series of questions to confirm your knowledge related to delivering care services using a palliative approach.

 

Assessment task 5 

This product assessment task is the final of five assessment tasks you need to complete satisfactorily, in order to be deemed competent for this unit. 

This assessment will allow you to demonstrate your knowledge of dementia (including younger onset dementia), its diagnosis, treatment, purposeful activities, hygiene and self-care strategies to support and sustain your wellbeing as a professional health care worker.

 


Assessment Matrix

The assessment matrix demonstrates alignment of assessment tasks with the relevant unit of competency. 

The assessment matrix is located in Canvas, at the end of each assessment task. 

Other Information

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 

Attendance
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:
http://www1.rmit.edu.au/students/specialconsideration

Academic Integrity

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

Complaints Procedure:
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


Student complaints Procedure: http://www1.rmit.edu.au/browse;ID=i1lexipvjt22


Student Complaints Form: http://mams.rmit.edu.au/v4ujvmyojugxz.pdf

Course Overview: Access Course Overview