Course Title: Provide support to people living with dementia

Part B: Course Detail

Teaching Period: VE 2021

Class Number: 1035

Class Section: BE3N

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: HWSS6077C

Course Title: Provide support to people living with dementia

Important Information:

This course is co-delivered and co-assessed in a cluster with course CHCAGE001 Facilitate the empowerment of older people and CHCCCS011 Meet personal support needs

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: 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

None

Course Description

In this course 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 course 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.

This course is delivered and assessed in a cluster with:

HCAGE001 Facilitate the empowerment of older people and CHCCCS011 Meet personal support needs


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCAGE005 Provide support to people living with dementia

Element:

1. Prepare to provide support to those affected by dementia

Performance Criteria:

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

Element:

2. Use appropriate communication strategies

Performance Criteria:

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

Element:

3. Provide activities for maintenance of dignity, skills and health

Performance Criteria:

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

Element:

4. Implement strategies which minimise the impact of behaviours of concern

Performance Criteria:

4.1 Identify behaviours of concern and potential triggers

4.2 Contribute to team discussions on support planning and review

4.3 Take action to minimise the likelihood of and reduce the impact of behaviours on the person and others

4.4 Evaluate implemented strategies with support planning team to ensure effectiveness in minimising behaviours

Element:

5. Complete documentation

Performance Criteria:

5.1 Comply with the organisation’s reporting requirements, including reporting observations to supervisor

5.2 Complete, maintain and store documentation according to organisation policy and protocols

Element:

6. Implement self care strategies

Performance Criteria:

6.1 Monitor own stress level in relation to working with people with dementia

6.2 Use appropriate self care strategies and seek support if required


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

 

 

 

 

Week

Day 1

Day 2

1

Topics:

  • The aged care sector
  • Issues facing older people
  • Care approaches and their applications

Short Course:

  • Human rights
  • Assessment
  • Scenario quiz: Human rights
  • Knowledge quiz: Human rights

2

Topics:

  • Identifying strengths of a person
  • Individual strengths
  • Helping the person to select activities that are relevant to their strengths

Topics:

  • What is dementia?
  • Types of dementia
  • Symptoms and indicators
  • Rights of service users

3

Topics:

  • Transferring people in and out of a car
  • Eating and drinking using appropriate techniques

Topics:

  • Communication strategies for people with dementia
  • Planning and facilitating appropriate support activities for people with dementia

4

Topics:

  • Grooming
  • Oral hygiene
  • Shaving

Topics:

  • The ageing process – physiological and psychological changes
  • Concept of positive ageing
  • Healthy lifestyle factors and risks (online)

5

Topics:

  • Bed bathing
  • Dressing and undressing
  • Transferring people from bed to chair

Topics:

  • Daily living activities and how to motivate people to participate
  • What is personal support?
  • What are the impacts for service users?
  • Risks and creating safe environments

6

Topics:

  • Toileting and continence aids
  • Showering

Topics:

  • Documentation and reporting requirements
  • Use of computer systems

7

Topic:

  • Falls recovery

Topic:

  • Identifying and managing behaviours of concern

8

In class simulated assessment

  • Simulated fall

Class Debriefing / Catch up

  • Student re-assessments if required.

Topics:

  • Self-care
  • Fatigue management
  • Stress management

Online Assessment:

  • Knowledge quiz

 

 

 


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 HCAGE001 Facilitate the empowerment of older people and CHCCCS011 Meet personal support needs

There will be three forms of assessment and they will include a research task, questions and answers and a practical assessment either in a simulated or workplace environment.

The assessment tasks are as follows:

Assessment Task 1: Simulation: Fall recovery response

Assessment Task 2: Personal support needs – low care

Assessment Task 3: Personal support needs – high care

Assessment Task 4: Leisure and health activity

Assessment Task 5: Knowledge Quiz

Assessment Task 6: Transfer resident

Assessment Task 7: Scenario Quiz – Human rights

Assessment Task 8: Knowledge Quiz – Greendale Community

Assessment Task 9: Simulation: Identify goals and aspirations

 

 


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.

 

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:

P

A

N

E

L

Participation

Accountability

Non-discrimination

Empowerment

Legality

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
activities of daily living (ADL’s), including application of personal support skills and knowledge.

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:

  • apply safety and infection control procedures
  • work within your role and responsibilities
  • work in a safe manner, manage known risks and use appropriate manual handling techniques
  • encourage the resident to actively participate in the support task in line with their needs
  • provide the resident with support, information and direction to help meet their own support needs
  • maintain the confidentiality, privacy and dignity of the resident
  • apply the concepts of enablement and re-ablement
  • can confirm the resident ‘s own preference of personal support in a positive way to promote person centered care.

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:

  • risks of ADL support tasks
  • cultural needs of the resident
  • physical and sensory needs of the resident
  • changes in a resident’s health or personal support requirements.

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.

 

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:

  • applied safety and infection control procedures
  • worked within your role and responsibilities
  • worked in a safe manner, manage known risks and use appropriate manual handling techniques
  • encouraged the resident to actively participate in the support task in line with their needs
  • provided the resident with support, information and direction to help meet their own support needs
  • maintain the confidentiality, privacy and dignity of the resident
  • used and interpreted health terminology in the care plan
  • applied the concepts of enablement and re-ablement
  • identified risks of ADL support tasks
  • considered the cultural needs of the resident
  • considered specific physical and sensory needs of the resident
  • identified the requirements outside of scope of PCA role.

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
lifestyle activity relevant to their personal goals with a focus on empowering the individual.In this task, you are required to demonstrate your ability to support one resident with a leisure or
lifestyle activity of their choice. The residents will be in the early stages of dementia.

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
working.
You are responsible for arranging a suitable location and ensuring the equipment and aids required are available. You will also need to identify a resident who requires transport into and out of a car or bus and seek their permission to participate in this assessment. You should work with your supervisor to do this.

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
understanding of relevant policies, procedures and requirements.

 

 


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