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Evidence Guide: CHCAC319A - Provide support to people living with dementia

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCAC319A - Provide support to people living with dementia

What evidence can you provide to prove your understanding of each of the following citeria?

Provide support to those affected by dementia

  1. Work with a basic understanding of dementia
  2. Support individual needs of people with dementia using a person-centred approach to care and address individual needs for a stable familiar environment
  3. Work with awareness of the impact of physical, social and emotional aspects of the environment on the person with dementia
  4. Work with awareness of the impacts that dementia may have on family, carers andsignificant others
  5. Recognise witnessed signs consistent with financial, physical or emotional abuse or neglect of the client and report to an appropriate person
Work with a basic understanding of dementia

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support individual needs of people with dementia using a person-centred approach to care and address individual needs for a stable familiar environment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with awareness of the impact of physical, social and emotional aspects of the environment on the person with dementia

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with awareness of the impacts that dementia may have on family, carers andsignificant others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise witnessed signs consistent with financial, physical or emotional abuse or neglect of the client and report to an appropriate person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use communication strategies which take account of the progressive and variable nature of dementia

  1. Use a range of communication strategies to maximise engagement of the person with dementia such as eye contact, gentle touch (where appropriate), short simple statements
  2. Gain cooperation and provide reassurance as appropriate to individual clients by using reality orientation including:
Use a range of communication strategies to maximise engagement of the person with dementia such as eye contact, gentle touch (where appropriate), short simple statements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Gain cooperation and provide reassurance as appropriate to individual clients by using reality orientation including:

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

reminders of the day, the time, relationships, occasions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

reassuring words, phrases and body language

  1. Use a range of validation strategies to relieve distress and agitation in clients such as:
Use a range of validation strategies to relieve distress and agitation in clients such as:

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Empathy

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Acceptance of the person's reality

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Acknowledgment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Allowing expressions of distress

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Providing verbal and/or physical reassurance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use reminiscences frequently to connect with clients

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide appropriate activities to maintain dignity, skills and health of client at optimum level

  1. Provide activities which aim to maintain independence, using familiar routines and existing skills
  2. Provide activities that are appropriate to the individual, reflecting their cultural likes and dislikes, in order to bring back pleasurable memories
  3. Ensure all activities provided focus on ensuring the safety and comfort of the client balanced with autonomy and risk taking
  4. Use purposeful and meaningful activity to enhance self-esteem and pleasure in life, to minimise boredom and to distract from or eliminate behavioural and psychological symptoms of dementia
  5. Use family carers and significant others as a resource, where appropriate, to assist in developing appropriate activities by accessing information about client reminiscences and routines
  6. Provide support and guidance to family carers and significant others where appropriate to assist them to understand the disease, its impact on the person and some approaches to providing care
Provide activities which aim to maintain independence, using familiar routines and existing skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide activities that are appropriate to the individual, reflecting their cultural likes and dislikes, in order to bring back pleasurable memories

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure all activities provided focus on ensuring the safety and comfort of the client balanced with autonomy and risk taking

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use purposeful and meaningful activity to enhance self-esteem and pleasure in life, to minimise boredom and to distract from or eliminate behavioural and psychological symptoms of dementia

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use family carers and significant others as a resource, where appropriate, to assist in developing appropriate activities by accessing information about client reminiscences and routines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide support and guidance to family carers and significant others where appropriate to assist them to understand the disease, its impact on the person and some approaches to providing care

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement strategies which minimise the impact of behaviours of concern

  1. Identify behaviours of concern
  2. Identify potential triggers for behaviours of concern for specific individuals
  3. Contribute to team discussion on care planning and care plan review to minimise behaviours
  4. Implement strategies to minimise the likelihood of and reduce the impact of behaviours on the person and others
  5. Regularly review strategies that are implemented to ensure maximum effectiveness and reflect changes in the care plan
Identify behaviours of concern

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify potential triggers for behaviours of concern for specific individuals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contribute to team discussion on care planning and care plan review to minimise behaviours

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement strategies to minimise the likelihood of and reduce the impact of behaviours on the person and others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Regularly review strategies that are implemented to ensure maximum effectiveness and reflect changes in the care plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement self care strategies

  1. Monitor own stress level in relation to working with people with dementia
  2. Use appropriate self care strategies and seek support if required
Monitor own stress level in relation to working with people with dementia

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use appropriate self care strategies and seek support if required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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 is most appropriately assessed in the workplace under the normal range of workplace conditions but partial assessment could be undertaken under simulated conditions

Assessment may include observations, questioning and evidence gathered from the workplace on more than one occasion

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 appropriate workplace where assessment can take place

Method of assessment:

In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios

Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes

Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

Required Skills and Knowledge

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 foundation knowledge of:

Dementia as a progressive neurological condition

Common indicators and symptoms of dementia

Progression of dementia and potential impact on the person with dementia, their family and significant others

Relationship between brain changes and behaviour in people with dementia

Specific impacts of dementia related to cultural, personal and historical background

Indications of neglect or abuse

Current research on dementia

Principles of person-centred approach to care

Support services available

Plan of care for the clients

Organisation protocols and policies related to own area of work

The importance of the physical, social and emotional environment for people with dementia

Importance of relevant activities and communication when working with people with dementia

Limitations and legal ramifications of physical, chemical and psychological restraint

The range of appropriate strategies to be implemented when working with people with dementia

The social model of disability

The impact of social devaluation on an individual's quality of life

Competency and image enhancement as a means of addressing devaluation

Essential skills:

It is critical that the candidate demonstrate the ability to:

Communicate effectively with clients with dementia

Utilise creative, least restrictive approaches to behaviours of clients with dementia

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:

Demonstrate a broad range of communication approaches e.g. reminiscences

Establish and maintain a relationship that takes into account client and family individual differences (e.g. cognitive abilities, cultural background, language skills)

Apply verbal communication skills (language skills) and non-verbal communication skills (e.g. touch, smiling, gestures) necessary to develop a trusting relationship with a person who has dementia and their family

Use communication techniques to enhance communication and facilitate client's interaction within their environment

Adapt activities to meet individual needs

Provide opportunities for enjoyment

Demonstrate cultural sensitivity

Undertake observation and analysis of client needs

Respond appropriately to indications of neglect or abuse

Facilitate self-monitoring and self care

Facilitate cooperative behaviour

Range Statement

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.

Understanding of dementia may include:

Knowledge of different manifestations of dementia, including:

Alzheimer's disease

Huntington's disease

Pick's disease

Vascular dementia

Basic understanding of pathological features, including:

Amyloid plaques

Neurofibrillary tangles

Loss of connection between cells and cell death

Impacts that dementia may have on family carers and significant others may include:

Depression

Loss and grieving

Anger

Despair

Social embarrassment a family member might feel

Isolation

Financial burden on the family

Impacts of dementia on the wider community may include:

Inappropriate behaviour

Anxiety

Dependence on others

Disorientation

Significant others may include:

Spouse

Family

Friends

Strategies to respond to behaviours of concern include:

Distraction

Current events

Reminiscences

Music, dancing

Walking

Talking reassuringly about familiar and favourite topics

Behaviour modification (if appropriate)

Addressing physical triggers to behaviour including pain

Alternative therapies

Activities include:

Daily living activities such as:

maintaining personal safety

communication (speech, writing, non-verbal communication)

eating and drinking

mobilising and transferring (moving from place to place and position to position)

attending to personal hygiene (bathing, laundering personal linen)

dressing and undressing

attending own spiritual needs

grooming

expressing sexuality

Instrumental activities such as:

Accessing financial resources and allowances

Paying bills and regular outgoings

Shopping

Preparing meals

Climbing stairs

Maintaining household (cleaning, laundry, décor, repairs)

Travelling by private and public transport

Interacting with others and socialising

Accessing leisure, recreational and sporting activities

Recreational and sporting activities

Craft and creative activities

Socialising

Reminiscing activities

Spiritual activities

Ensuring the safety and comfort of client while addressing the risks associated with:

Ability to find their own way

Ability to negotiate traffic

Wandering or other behaviours relating to agitation

Behaviours relating to psychotic experiences or mood disorders

Ability to safely prepare, cook and store food and drink

Ability to control temperature of water

Ability to use home appliances

Ability to maintain personal and home security

Ability to manage own finances

Ability to recognise dangers in their environment

Ability to recognise the safety of others

Environmental strategies may include:

Orientation to day, date, time of day, place, person, carer, family relationships, weather

Adequate lighting to decrease risk of misinterpreting their environment

Manipulate stimuli such as activity, noise, music, lighting, decor

Provision of space (to pace, wander)

Provision of individual's own belongings such as photos, books, clothes

Security

Safe storage of toxic chemicals

Behaviours of concern:

Refer to:

Changed behaviour or BPSD (Behavioural and Psychological Symptoms of Dementia)

And may include but are not limited to:

Physical aggression

Social withdrawal

Verbal disruption

Repetitive actions or questions

Resistance to personal care

Sexually inappropriate behaviour

Refusal to accept services

Problems associated with eating

Socially inappropriate behaviour

Wandering or intrusiveness

Sleep disturbances