Course Title: Support independence and wellbeing
Part B: Course Detail
Teaching Period: VE 2020
Class Number: 3900
Class Section: COT2
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: HWSS6076C
Course Title: Support independence and wellbeing
Important Information:
This course is co-delivered and co-assessed with CHCCS0015 Provide individualised support and HLTAAP001 Recgnise healthy body systems
School: 375T Vocational Design and Social Context
Campus: City Campus
Program: C3402 - Certificate III in Individual Support (Ageing and Disability)
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: 80
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
In this course you will acquire the skills and knowledge required to provide individualised services in ways that support independence, as well as, physical and emotional wellbeing.
This course applies to workers in a range of community services contexts who provide frontline support services within the context of an established individualised plan.
This course is delivered and assessed in a cluster with:
CHCCS0015 Provide individualised support and HLTAAP001 Recgnise healthy body systems
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
CHCCCS023 Support independence and wellbeing |
Element: |
1. Recognise and support individual differences |
Performance Criteria: |
1.1 Recognise and respect the person’s social, cultural and spiritual differences 1.2 Avoid imposing own values and attitudes on others and support the person to express their own identity and preferences 1.3 Consider the person’s individual needs, stage of life, development and strengths when engaging in support activities 1.4 Recognise, respect and accommodate the person’s expressions of identity and sexuality as appropriate in the context of their age or stage of life 1.5 Promote and facilitate opportunities for participation in activities that reflect the person’s individual physical, social, cultural and spiritual needs |
Element: |
2. Promote independence |
Performance Criteria: |
2.1 Support the person to identify and acknowledge their own strengths and self-care capacity 2.2 Assist the person to identify opportunities to utilise their strengths, while communicating the importance of using available support when required 2.3 Provide information and assistance to the person in order to facilitate access to support services and resources when needed 2.4 Provide support that allows the person to self manage their own service delivery as appropriate 2.5 Encourage the person to build, strengthen and maintain independence |
Element: |
3. Support physical wellbeing |
Performance Criteria: |
3.1 Promote and encourage daily living habits that contribute to healthy lifestyle 3.2 Support and assist the person to maintain a safe and healthy environment 3.3 Identify hazards and report according to organisation procedures 3.4 Identify variations in a person’s physical condition and report according to organisation procedures 3.5 Recognise indications that the person’s physical situation is affecting their wellbeing and report according to organisation procedures 3.6 Identify physical health situations beyond scope of own role and report to relevant person |
Element: |
4. Support social, emotional and psychological wellbeing |
Performance Criteria: |
4.1 Promote self-esteem and confidence through use of positive and supportive communication 4.2 Contribute to the person’s sense of security through use of safe and predictable routines 4.3 Encourage and facilitate participation in social, cultural, spiritual activities, using existing and potential new networks and as per the person’s preferences 4.4 Identify aspects of supporting a person’s wellbeing outside scope of knowledge, skills and/or job role and seek appropriate support 4.5 Identify variations to a person’s wellbeing and report according to organisation procedures 4.6 Identify any cultural or financial issues impacting on the person’s wellbeing 4.7 Identify the person’s risk and protective factors in relation to mental health 4.8 Recognise and report possible indicators of abuse or neglect and report according to organisation procedures 4.9 Identify situations beyond scope of own role and report to relevant person |
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
This course is designed to develop your understanding and experience in ageing specialisation and the aged sector. This course will include a mixture of workplace training, class time with your teacher and fellow students, online delivery through collaborate ultra the virtual workplace and other digital resources, covering:
- human rights
- supporting people in daily living activities
- supporting people with dementia
- the ageing process and positive ageing
- documentation and reporting requirements
- falls and falls recovery.
Teaching Schedule
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In class simulated assessment
Class Debriefing / Catch up
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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
This course is delivered and assessed with the courses CHCCS0015 Provide individualised support and HLTAAP001 Recgnise healthy body systems
There will be three forms of assessment, they include a case study with questions, theory questions and an assessment task linked to your placement component.
The assessment tasks are as follows:
Task 1 - knowledge quiz allows the student to demonstrate of knowledge of human body systems.
Task 2: Independence and wellbeing quiz
Task 3: Practical assessment Simulated assessment tasks
Task 4: Product assessment task Third party (Supervisor Report) and reflection
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
Quizzes
Your assessment quizzes are broken up into multiple, smaller knowledge and scenario quizzes. You can view and attempt all the required assessment quizzes by selecting from the following table. Unless otherwise stated you will be given two attempts at each quiz; if you need additional attempts, your teacher(s) will discuss this with you.
The quiz assessment tasks allow you to demonstrate your knowledge of the cluster content. When you open the assessments from the links below, they will open in a new window. Close that window to return to this page.
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AT5 - Knowledge quiz This assessment task allows you to demonstrate your knowledge of personal support, supporting people living with dementia and empowering older people. There are 3 groups of questions developed around the course topics. Each question group contains a mixture of question types; including multiple choice, true/false and matching questions that all relate to working relevant scenarios. | ||||||||||
AT7 - Scenario quiz: Human rights This scenario quiz assessment task is one of two assessment tasks you need to complete satisfactorily, to receive the micro-credential. This assessment task will also count towards your assessment for the units of competency. This assessment task allows you to demonstrate your application of human rights principles in response to scenarios using aspects of the PANEL model and it’s five (5) principles:
Each question group contains a mixture of question types; these may include multiple choice, true/false, selecting and matching questions that relate to the module topic. | ||||||||||
AT8 - Knowledge quiz - Greendale community This knowledge quiz allows the student to demonstrate application of knowledge of legislation, codes of conduct, industry information and relevant policies and procedures in the aged care and disability sectors. |
Other assessment tasks
The following practical tasks are the other assessments required for this cluster. They may include a mixture of workplace documentation tasks, practical demonstrations and simulations of workplace tasks.
Assessments tasks 1 and 9 are simulations |
AT1 - Simulation: Fall recovery response |
This task allows you to demonstrate how to respond to a fall recovery. This task also allows you to demonstrate your ability to accurately record and report incidents. In this task, you are required to demonstrate and then discuss your response to a fall recovery procedure (Greendale Community) and complete an incident report. You are required to demonstrate the steps required. Your assessor will ask you some questions during the task to confirm your understanding of relevant policies, procedures and requirements. |
AT9 - Simulation: Identify goals and aspirations. |
This task allows you to identify the goals and aspirations of an older person in a simulated environment. You will be presented with a person acting as a resident from the scenarios provided. It is your responsibility to work with the resident to identify their goals and aspirations and in line with industry workplace procedures (Greendale Community). You will be required to complete Residents Goals and Action Plan template (in consultation with your resident.
Your assessor may act as one of the residents or allocate someone to role play with you.
Work placement assessments
Assessment 2 3 4 and 6 are to take place in completing your work placement at an aged care residential setting and will remain open until the end of the program to allow completion in cluster 4
AT2 - Personal support needs - Low care This task allows you to demonstrate how to support a resident with low care needs with their In this task, you are required to demonstrate your ability to support a resident with low care needs with their various activities of daily living (ADL’s). You must demonstrate the steps outlined. Your assessor will ask you some questions during the task to confirm your understanding of relevant policies, procedures and requirements. Look at the detailed steps required in the assessment marking guide checklist, as well as the following instructions. While you complete these steps, your assessor will be checking to see that you:
At the end of the demonstration, your assessor will talk to you about your performance. Your assessor may ask you to discuss some of the specific steps that you took to clarify your understanding. In addition, your assessor may ask you questions about:
This practical demonstration must take place in the residential aged care facility where you are completing your work placement. You are responsible for arranging a suitable location and ensure the equipment and aids required are available.
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AT3 - Personal support needs - High care This task allows the student to demonstrate how to support a resident with dementia and high care needs with their activities of daily living (ADL’s), including application of personal support and healthy body systems skills and knowledge. In this task, you are required to demonstrate your ability to support a resident with dementia and high care needs with their various activities of daily living (ADL). You must demonstrate the steps outlined in your workplace, under the supervision of your workplace supervisor. At the end of the task, you will be required to complete a learning log and 8 written questions to confirm your understanding of the activities you undertook. Your assessor will review your Personal Support Care – High Needs Document, including the supervisor verification and answered questions. Your assessor will be checking to see that you:
This practical demonstration must take place within the residential aged care facility where you are completing your work placement activities. You are responsible for arranging a suitable location and ensure the equipment and aids required are available and completing this task under your supervisor’s observation. |
AT4 - Leisure and health activity This task allows you to demonstrate how to support a resident with dementia in a leisure or You must demonstrate the steps outlined below in your workplace, under the supervision of your workplace supervisor. At the end of the task, you will complete 15 written questions This practical demonstration must take place in the residential aged care facility where you are completing your work placement activities You are responsible for arranging a suitable location and ensure the equipment and aids required are available. You should work with your supervisor to do this as you require a verification report form them. |
AT6 - Transfer resident This task allows you to demonstrate how to safely transfer a resident in and out of a vehicle (car/bus). In this task, you are required to demonstrate your ability to safely transfer resident with low care needs using a mobility aid (wheelchair or four wheeled walking frame), into and out of a vehicle (car/bus). This practical demonstration must take place in the residential aged care facility where you are You must demonstrate the steps outlined Once you have completed the demonstration, you may be required to respond to any additional oral questions needed to confirm your knowledge and skills to deal with transferring the resident. At the end of the demonstration, download and complete 4 questions Your assessor will ask you some oral questions at the end of the task to confirm your
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Assessment Matrix
The assessment matrix demonstrates alignment of assessment tasks with the relevant unit of competency. These matrices are available through program administration
Other Information
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