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Evidence Guide: CHCAC417A - Implement interventions with older people at risk of falls

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

 

CHCAC417A - Implement interventions with older people at risk of falls

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

Prepare for an assessment of the risk of falls

  1. Confirm assessment requirements with supervisor or relevant health professional
  2. Identify assessment requirements outside scope of roles and responsibilities and report to supervisor or relevant health professional
  3. Work with the older person and their carer to establish their involvement in the assessment and further actions
  4. Provide information to clarify own role, responsibilities and accountability
  5. Provide information to clarify the assessment process, information that will be obtained and stored
  6. Provide information to clarify relevant others who might see the assessment results
  7. Communicate in a supportive and encouraging manner that is respectful of the older person and their carer's level of understanding and cultural background
  8. Obtain the older person's informed consent to the assessment process
Confirm assessment requirements with supervisor or relevant health professional

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify assessment requirements outside scope of roles and responsibilities and report to supervisor or relevant health professional

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with the older person and their carer to establish their involvement in the assessment and further actions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information to clarify own role, responsibilities and accountability

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information to clarify the assessment process, information that will be obtained and stored

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information to clarify relevant others who might see the assessment results

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate in a supportive and encouraging manner that is respectful of the older person and their carer's level of understanding and cultural background

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain the older person's informed consent to the assessment process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct an assessment of the risk of falls

  1. Conduct assessment in a manner respectful of the older person's privacy, dignity, wishes and beliefs
  2. Determine the older person's concerns about falling
  3. Determine how the older person has coped with any previous fall/s
  4. Identify and explore factors in the older person's lifestyle that might affect their level of risk
  5. Determine the older person's physical indicators of risk of falls using appropriate tools and methodologies
  6. Conduct the assessment in a manner that minimises unnecessary discomfort to the older person
  7. Conduct the assessment in a manner that maximises the participation of the older person
  8. In collaboration with supervisor and/or or relevant health professional, determine any condition/s that the older person has that might affect their level of risk
  9. Where appropriate, use the support of carers during the assessment process
  10. In collaboration with supervisor and/or or relevant health professional, determine the older person's risk factors based on measurements and findings
  11. Identify the older person's needs, issues and concerns outside scope of practice and refer to appropriate supervisor and health professional
Conduct assessment in a manner respectful of the older person's privacy, dignity, wishes and beliefs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine the older person's concerns about falling

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine how the older person has coped with any previous fall/s

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and explore factors in the older person's lifestyle that might affect their level of risk

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine the older person's physical indicators of risk of falls using appropriate tools and methodologies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct the assessment in a manner that minimises unnecessary discomfort to the older person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct the assessment in a manner that maximises the participation of the older person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

In collaboration with supervisor and/or or relevant health professional, determine any condition/s that the older person has that might affect their level of risk

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Where appropriate, use the support of carers during the assessment process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

In collaboration with supervisor and/or or relevant health professional, determine the older person's risk factors based on measurements and findings

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the older person's needs, issues and concerns outside scope of practice and refer to appropriate supervisor and health professional

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement fall minimisation strategies

  1. Identify and explain options to minimise the risk of falls
  2. Work with the older person and their carers to identify strategies that are consistent with their safety needs, priorities and specific requirements
  3. Implement strategies in a safe and effective manner
  4. Implement strategies in a manner that minimises the older person's discomfort
  5. Where appropriate, provide support to the carer to contribute to the strategy
Identify and explain options to minimise the risk of falls

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with the older person and their carers to identify strategies that are consistent with their safety needs, priorities and specific requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement strategies in a safe and effective manner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement strategies in a manner that minimises the older person's discomfort

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Where appropriate, provide support to the carer to contribute to the strategy

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor fall minimisation strategies

  1. Monitor the effects of the strategies on the older person
  2. Identify indicators of increased risk
  3. Identify when strategies are not having the desired result and identify possible reasons for this
  4. Reassess and identify more appropriate strategies
  5. Work with the older person and their carers to assess the outcomes of falls minimisation strategies and discuss with supervisor and/or or relevant health professional
Monitor the effects of the strategies on the older person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify indicators of increased risk

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify when strategies are not having the desired result and identify possible reasons for this

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reassess and identify more appropriate strategies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with the older person and their carers to assess the outcomes of falls minimisation strategies and discuss with supervisor and/or or relevant health professional

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete documentation

  1. Comply with the organisation's reporting requirements
  2. Complete documentation according to organisation policy and protocols
  3. Maintain documentation in a manner consistent with reporting requirements
  4. File documentation organisation policy and protocols
Comply with the organisation's reporting requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete documentation according to organisation policy and protocols

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain documentation in a manner consistent with reporting requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

File documentation organisation policy and protocols

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 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:

appropriate workplace where assessment can take place

relevant organisation policy, protocols and procedures

Method of assessment may include:

Observation in the workplace

Written assignments/projects

Case study and scenario analysis

Questioning

Role play simulation

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 knowledge of:

Own work role and responsibilities

The ethics concerning consent and confidentiality, and the tensions which may exist between an individual's rights and the organisation's responsibility to individuals

The major issues, trends and policies relating to the health and well being of older people

The ageing process and how it might affect the risk of falls for older people

The physical and psychological effects of falls on older people and their carers

Factors contributing to the risk of falls and their impact on older people and their carers

Normal posture, gait and balance and how to recognise deviations

Medical causes of falls and how to recognise them

The importance of explaining the significance of medical causes of falls to older people and their carers and the actions they should take in response to indicators of medical causes

How to interpret physical indicators of risk of falls

How to interpret the results of tests and measurements in relation to the risk of falls

How to evaluate the older person's level of risk of falls

Range of strategies that reduce the risk of falls

Indicators that a strategy should be halted

When to make referral and seek advice

Essential skills:

It is critical that the candidate demonstrate the ability to:

Follow organisation policies and protocols

Access supervision, advice and support

Interpret physical indicators of risk of falls

Identify indicators of a medical cause for falls

Interpret the results of tests and measurements in relation to the risk of falls

Evaluate the older person's level of risk of falls

Referral to appropriate other in an appropriate and timely manner

Encourage the older person and their carers to participate in strategies and monitor their effectiveness

Implement a range of strategies in a manner that is respectful of the older person's dignity and privacy

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:

Use communication strategies to:

develop a trusting relationships

provide appropriate information

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.

The assessment is:

A structured needs assessment using recognised assessment tools, which enables health professionals to systematically identify, record and promote the health and well being of individuals

Relevant others may include:

Health professionals

Supervisor

Assessment process includes:

Worker role

The purpose of the assessment

The approximate duration of the assessment

The type of information required for the assessment

Any specific assessment tools that will be used

The role of others in the assessment

What will happen after the assessment

The records associated with the assessment

Referrals

Role of client's GP

Wishes of the older person may include:

Who conducts the assessment

Who else might need to be present

Preparation for assessment activities

Lifestyle may include:

Physical activity

Diet

Alcohol

Psychological concerns, e.g fear of falling and loss of confidence in being able to move about safely

Environmental hazards

Risk factors may include:

Falls history

The ageing process

Balance, gait or mobility problems, including those due to degenerative joint disease and motor disorders such as stroke or Parkinson's disease

Medications, particularly sedating or blood pressure lowering medications

Postural hypotension

Visual impairment

Impaired cognition

Confusion

Depression

In continence

Environmental hazards

Fall minimisation strategies may include:

Diagnostic

Therapeutic

Preventative

Rehabilitative

Social support

Indicators of increased risk may include:

Adverse reactions, including:

physical

psychological

emotional

Contra-indicators

Withdrawal of consent

Non-compliance