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Evidence Guide: CHCAGE009 - Provide services for older people

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

 

CHCAGE009 - Provide services for older people

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

Deliver services according to an individualised plan.

  1. Establish and prioritise the needs, goals and preferences of the older person outlined in their individualised plan.
  2. Provide services and support activities in consultation with the person, their family, carer or others identified by the person in accordance with legal and ethical considerations and organisational policies and procedures.
  3. Support the person’s use of assistive technologies in meeting their individual needs.
  4. Outline and clarify all service providers’ understanding of the individualised plan and their roles and responsibilities.
  5. Recognise signs consistent with financial, physical or emotional abuse or neglect of the older person and report according to organisational policies and procedures.
Establish and prioritise the needs, goals and preferences of the older person outlined in their individualised plan.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide services and support activities in consultation with the person, their family, carer or others identified by the person in accordance with legal and ethical considerations and organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support the person’s use of assistive technologies in meeting their individual needs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Outline and clarify all service providers’ understanding of the individualised plan and their roles and responsibilities.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise signs consistent with financial, physical or emotional abuse or neglect of the older person and report according to organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Liaise and negotiate with appropriate personnel and service providers.

  1. Support the older person to access and negotiate resources to deliver identified services.
  2. Support the person to access community support agencies to facilitate the achievement of established goals.
  3. Recognise when a service or support worker is no longer able to provide the level of service required and take action to minimise disruption to service delivery.
Support the older person to access and negotiate resources to deliver identified services.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support the person to access community support agencies to facilitate the achievement of established goals.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise when a service or support worker is no longer able to provide the level of service required and take action to minimise disruption to service delivery.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support family, carer or others identified by the person.

  1. Recognise impact of the older person’s support issues on the family, carer or others identified by the person and refer according to organisational policies and procedures.
  2. Provide support and respite for family, carer or others identified by the person.
  3. Explain to the older person, their family, carer, others identified by the person, or service providers the mechanisms for providing feedback on the effectiveness of the individualised plan.
  4. Seek feedback from the person and their family, carer or others identified by the person and report to supervising health professional.
  5. Support the person to seek advice and assistance from relevant health professionals when their goals are not being reached.
  6. Consult with the person to determine gaps in assistive technology needs and report according to organisational policies and procedures.
  7. Obtain feedback from service providers on the effectiveness of the individualised plan and report to supervising health professional.
Recognise impact of the older person’s support issues on the family, carer or others identified by the person and refer according to organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide support and respite for family, carer or others identified by the person.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explain to the older person, their family, carer, others identified by the person, or service providers the mechanisms for providing feedback on the effectiveness of the individualised plan.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek feedback from the person and their family, carer or others identified by the person and report to supervising health professional.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support the person to seek advice and assistance from relevant health professionals when their goals are not being reached.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consult with the person to determine gaps in assistive technology needs and report according to organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain feedback from service providers on the effectiveness of the individualised plan and report to supervising health professional.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Required Skills and Knowledge