Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CHCAC507E Mapping and Delivery Guide
Plan and monitor service delivery plans

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency CHCAC507E - Plan and monitor service delivery plans
Description This unit describes the knowledge and skills required by the worker to identify the service needs of the older person and to develop and monitor the service delivery plan
Employability Skills This unit contains Employability Skills
Learning Outcomes and Application This unit applies to workers in the aged care sector, or those working with older people
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not Applicable
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities
Slides
PPT
Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Identify the service needs of the older person
  • Select assessment tools approved for use in the workplace and utilise appropriately
  • Instigate the collection of client data in order to determine service needs
  • Utilise a variety of appropriate data collection methods
  • Seek assistance from carer, other service providers and health professionals when gathering data and interpreting findings
       
Element: Consult with the older person and/or their carer when determining the service delivery plan
  • Encourage the older person and/or their significant other/s to participate in the data collection process
  • Facilitate case conferences to determine service delivery strategy/s
  • Acknowledge the older person's and/or their advocate's right to determine service options to be chosen
  • Demonstrate respect for the older person's and/or their advocate's right to refuse the proposed interventions
       
Element: Develop and implement the service delivery plan
  • Develop the service delivery plan in collaboration with key stakeholders to ensure it reflects the needs, identified goals and determined interventions
  • Determine service delivery priorities in conjunction with all stakeholders
  • Document the service delivery plan in accordance with organisation's protocols
  • Assign activities to appropriate services and/ or workers
  • Access appropriate resources and allocate in accordance with organisation protocols
       
Element: Monitor and review the service delivery plan
  • Seek feedback from the older person, other service providers and/or workers as to the effectiveness of the plan
  • Adapt the plan to reflect any changes required
  • Identify potential risks to the older person and/or the service provider in the provision of determined care
  • Recognise and report to supervisor when service provider is no longer able to meet the needs of the older person
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions

It is recommended that assessment or information for assessment will be conducted or gathered over a period of time and cover the normal range of workplace situations and settings

Where, for reasons of safety, space, or access to equipment and resources, assessment takes place away from the workplace, the assessment environment should represent workplace conditions as closely as possible

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Resources required for assessment include access to:

an appropriate workplace where assessment can take place

relevant organisation policy, protocols and procedures

resources normally used in the workplace

Method of assessment may include:

Observation in the workplace

Written assignments/projects

Case study and scenario analysis

Questioning

Role play simulation


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

Own work role and responsibilities

Physiology and psychology of ageing and principles of assessment in determining, monitoring and evaluating the service needs of the older person

Relevant policies, protocols and practices of the organisation in relation to Unit Descriptor and work role

Overview of the physiology and psychology of ageing

Impact of 'normal' ageing on an older person's ability to meet their personal care and health needs

Overview of the manifestations and presentation of common health problems associated with ageing

Relevant care needs and strategies related to common health problems associated with ageing

Impact of cultural and individual differences of service plan development and delivery

Role and function of various health professionals

Role of carer in case conferencing and in the development and monitoring of service plans

Types of community services and the services and each provides

Eligibility requirements in accessing services

Service provision guidelines for all local, State and Commonwealth Programs

Principles and practices of assessment

Processes and practices in developing and managing service delivery plans

Principles of delegation and supervision

Strategies for conducting effective case conferences

Principles and practices of case management

Essential skills:

It is critical that the candidate demonstrate the ability to:

Follow organisation policies and protocols

Liaise and report to appropriately persons/agencies

Adhere to own work role and responsibilities

Recognise own limitations and the need for assistance

Work collaboratively with colleagues, health professionals and other services

Apply knowledge of physiology and psychology of ageing and principles of assessment in determining, monitoring and evaluating the service needs of the older person

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Apply reading and writing skills required to fulfil work role in a safe manner and as specified by the organisation/service:

this requires a level of skill that enables the worker to follow and give work-related instructions and directions and the ability to seek clarification and comments from clients, colleagues, health professionals and other service providers

industry work roles will require workers to possess a literacy level that will enable them to, read and write client's service delivery plans, record in health records, complete assessment tools and write reports and submissions

Apply oral communication skills required to fulfil work role in a safe manner and as specified by the organisation:

this requires a level of skill that enables the worker to follow work-related instructions and directions and the ability to seek clarification and comments from supervisors, clients and colleagues

industry work roles will require workers to possess effective verbal and non-verbal communication skills that will enable them to ask questions, clarify understanding and meaning, recognise and interpret non-verbal cues, adapt communication styles to meet specific needs, provide information and express encouragement and support

Apply problem solving skills that require negotiation and medication skills to resolve problems of a difficult nature within organisation's protocols

Collaborate and network with a variety of stakeholders in order to achieve service objectives

Safely use and coordinate the use of relevant technology effectively in line with work health and safety (WHS) guidelines

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Older people may include:

Individuals living in residential aged care environments

Individuals living in the community

Prospective individuals to the service or services

Contexts may include:

Older person's own dwelling

Independent living accommodation

Residential aged care facilities

Community or government agency

Needs of the older person may include:

Physical

Emotional

Psychological

Social

Cultural

Spiritual

Sexual

Educational

Safety and security

Data collection methods may include:

Use of industry specific assessment tools

Use of best practice focus assessment tools

Interviews

Observation

Review of previous health records

Consultation with the older person, their advocate/s, informal carer/s and/or significant other/s

Health records may include:

Assessments

Plans of care

Case histories

Progress notes

Test results

Referral records

Observation charts

Medication charts

Appropriate resources may include:

Financial

Aids and equipment

Qualified health specialists (wound consultants, continence advisors, palliative care consultants)

Report may be, and include:

Verbal:

telephone

face-to-face

Non-verbal (written):

progress reports

case notes

incident reports

Consultation/collaboration may include:

Liaison

Asking and clarifying

Seeking feedback

Providing information and reports

Identifying and exploring perceptions and expectations

Negotiation

Significant other/s include:

Family

Carers

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Select assessment tools approved for use in the workplace and utilise appropriately 
Instigate the collection of client data in order to determine service needs 
Utilise a variety of appropriate data collection methods 
Seek assistance from carer, other service providers and health professionals when gathering data and interpreting findings 
Encourage the older person and/or their significant other/s to participate in the data collection process 
Facilitate case conferences to determine service delivery strategy/s 
Acknowledge the older person's and/or their advocate's right to determine service options to be chosen 
Demonstrate respect for the older person's and/or their advocate's right to refuse the proposed interventions 
Develop the service delivery plan in collaboration with key stakeholders to ensure it reflects the needs, identified goals and determined interventions 
Determine service delivery priorities in conjunction with all stakeholders 
Document the service delivery plan in accordance with organisation's protocols 
Assign activities to appropriate services and/ or workers 
Access appropriate resources and allocate in accordance with organisation protocols 
Seek feedback from the older person, other service providers and/or workers as to the effectiveness of the plan 
Adapt the plan to reflect any changes required 
Identify potential risks to the older person and/or the service provider in the provision of determined care 
Recognise and report to supervisor when service provider is no longer able to meet the needs of the older person 

Forms

Assessment Cover Sheet

CHCAC507E - Plan and monitor service delivery plans
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

CHCAC507E - Plan and monitor service delivery plans

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: