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Evidence Guide: CHCAGE011 - 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

 

CHCAGE011 - Provide support to people living with dementia

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

Prepare to provide support to people living with dementia.

  1. Read individualised plan and familiarise self with the specific needs and preferences of the person living with dementia.
  2. Apply person-centred care approaches to all interactions with the person living with dementia.
  3. Communicate with the person, their family, carer or others identified by the person, to provide and maintain a stable and familiar environment that supports the person’s wellbeing.
  4. Recognise and refer situations outside scope of own role to supervisor or health professional.
  5. Recognise signs consistent with abuse or neglect of the person and report according to legislative requirements and organisational policies and procedures.
Read individualised plan and familiarise self with the specific needs and preferences of the person living with dementia.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply person-centred care approaches to all interactions with the person living with dementia.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate with the person, their family, carer or others identified by the person, to provide and maintain a stable and familiar environment that supports the person’s wellbeing.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise and refer situations outside scope of own role to supervisor or health professional.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise signs consistent with abuse or neglect of the person and report according to legislative requirements and organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use effective communication strategies.

  1. Communicate in a supportive manner that respects the person’s needs, rights and preferences and upholds their dignity.
  2. Support engagement of the person living with dementia using verbal and non-verbal communication strategies.
  3. Provide reassurance and use validation strategies with the person to relieve distress and agitation.
  4. Communicate with families and carers in a supportive manner to provide care information and opportunities for discussion.
Communicate in a supportive manner that respects the person’s needs, rights and preferences and upholds their dignity.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support engagement of the person living with dementia using verbal and non-verbal communication strategies.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide reassurance and use validation strategies with the person to relieve distress and agitation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate with families and carers in a supportive manner to provide care information and opportunities for discussion.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support the person to participate in activities according to the individualised plan.

  1. Work with the person living with dementia, their family, carer or others identified by the person to develop an understanding of the person’s likes, dislikes, strengths and interests.
  2. Encourage the person to engage in activities that support ongoing independence according to their changing needs and preferences.
  3. Access information about the person’s reminiscences and routines from the person, their family, carer or others identified by the person, to inform activities that reflect the person’s preferences and provide pleasurable experiences.
  4. Assist the person to maintain dignity of risk, while balancing duty of care.
  5. Support the person’s use of assistive technologies relevant to the activity, according to their individual needs.
Work with the person living with dementia, their family, carer or others identified by the person to develop an understanding of the person’s likes, dislikes, strengths and interests.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage the person to engage in activities that support ongoing independence according to their changing needs and preferences.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Access information about the person’s reminiscences and routines from the person, their family, carer or others identified by the person, to inform activities that reflect the person’s preferences and provide pleasurable experiences.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist the person to maintain dignity of risk, while balancing duty of care.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support the person’s use of assistive technologies relevant to the activity, according to their individual needs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use a strengths-based approach to meet the person’s needs.

  1. Refer to the individualised plan to gain awareness of identified behaviour and potential triggers.
  2. Recognise changes in behaviour of the person living with dementia that indicate stressors including un-met needs.
  3. Use knowledge of the person to determine strategies to reduce stressors and meet their needs.
  4. Implement identified strategies to reduce the likelihood of adverse outcomes for the person and others.
Refer to the individualised plan to gain awareness of identified behaviour and potential triggers.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise changes in behaviour of the person living with dementia that indicate stressors including un-met needs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use knowledge of the person to determine strategies to reduce stressors and meet their needs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement identified strategies to reduce the likelihood of adverse outcomes for the person and others.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete documentation.

  1. Observe and document any changes in behaviour of the person living with dementia and report to supervisor.
  2. Complete, maintain and store documentation according to legislative requirements and organisational policies and procedures.
Observe and document any changes in behaviour of the person living with dementia and report to supervisor.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete, maintain and store documentation according to legislative requirements and organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Required Skills and Knowledge