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Evidence Guide: CHCCS512B - Develop a service delivery strategy

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

 

CHCCS512B - Develop a service delivery strategy

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

Assess eligibility to access the service

  1. Seek determination from family, other carers or other workers as to whether the clients can articulate needs where appropriate
  2. Collect information to facilitate client information and assessment
  3. Observe client ability to carry out activities of daily living and assess and document level of assistance required
  4. Consultclinical records and/or case history
  5. Consult client's family, friends and other services where appropriate
Seek determination from family, other carers or other workers as to whether the clients can articulate needs where appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Collect information to facilitate client information and assessment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe client ability to carry out activities of daily living and assess and document level of assistance required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consultclinical records and/or case history

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consult client's family, friends and other services where appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information to clients and their carers to facilitate an informed choice

  1. Inform clients and carers of the range of services available
  2. Refer to other services as appropriate
  3. Identify options in consultation with person/carer and other relevant services
Inform clients and carers of the range of services available

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Refer to other services as appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify options in consultation with person/carer and other relevant services

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine strategy with client and relevant workers

  1. Discuss client expectations and needs with the person and relevant carers and document
  2. Obtain assessment of other workers as relevant
  3. Analyse services to be provided and determine where referral to other services may be appropriate
  4. Establish and document priorities of the clients
  5. Determine and document individual service delivery strategy
  6. Establish and document case manager
  7. Agree overall service provision with the client
Discuss client expectations and needs with the person and relevant carers and document

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain assessment of other workers as relevant

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse services to be provided and determine where referral to other services may be appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish and document priorities of the clients

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine and document individual service delivery strategy

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish and document case manager

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Agree overall service provision with the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify potential safety risks and minimise risk of injury

  1. Consider risk factors for clients in relation to priority of needs, the environment and possible consequences and plan services accordingly
  2. Assess and document the potential for mental health, confusion and other factors to impact well being and safety of client
  3. Note and document any indicators of violence
  4. Consider potential consequences of client behaviour and implement appropriate strategies to prevent accidents
  5. Assess any potential risks for self and other care providers and plan service provision accordingly
  6. Assess and document risks for family carers and others involved
  7. Investigate and report unusual circumstances that may indicate risk
Consider risk factors for clients in relation to priority of needs, the environment and possible consequences and plan services accordingly

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess and document the potential for mental health, confusion and other factors to impact well being and safety of client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Note and document any indicators of violence

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider potential consequences of client behaviour and implement appropriate strategies to prevent accidents

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess any potential risks for self and other care providers and plan service provision accordingly

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess and document risks for family carers and others involved

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Investigate and report unusual circumstances that may indicate risk

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 or in a simulated workplace setting under the normal range of workplace conditions

Assessment could be conducted in one time period but must include a range of client needs

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 relevant workplace or simulated realistic workplace setting where assessment may 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 knowledge of:

Organisation policies and practices

Common health problems and their effects

Statements of rights, e.g. relevant outcomes standards documents

Common risks to client's safety

Own role and responsibilities

The role and responsibilities of other health workers

The role and availability of home maintenance and modification services

Occupational health and safety (OHS)

Funding program guidelines

Social and political context of service delivery

Depending on the work role or services provided, specific knowledge of particular groups or issues may be required

Essential skills:

It is critical that the candidate demonstrate the ability to:

Undertake consultation with clients, carers, family etc.

Undertake consultation with other workers/services as relevant and required

Demonstrate awareness of role of own service/organisation and that of other services/ organisations

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 oral communication skills including asking questions, clarifying meaning, providing information and checking for understanding

Take part in sustained interpersonal exchanges for the purpose of developing services, gathering or providing information:

language used may be English or a community language depending on the service/ organisation and client group

Apply written communication skills required to fulfil the job role as specified by the service/organisation:

written skills may include the completion of reports or documentation, matching style of writing to its purpose and intended audience (e.g. funding reports, referrals to other agencies)

language used may be English or a community language depending on client group and organisation

communication support is incorporated as required (e.g. using dictionaries, medical books, other reports)

Apply reading skills required to fulfil the job role as specified by the service/ organisation:

skills may include reading written material such as client records, case histories, research and information on medical conditions (e.g. latest research on dementia), policies, procedure manuals and program materials

Demonstrate application of skills in:

interviewing and assessment

understanding the consumer perspective

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.

Factors which affect abilities to carry out activities of daily living may include:

Health

Mobility and its decline

Illness

Smoking

Diet

Exercise

Weight

Occupational exposure

Sexual activity

Alcohol and other drugs

Sunlight exposure

Social factors

Psychological factors

Environment

Behavioural difficulties

Wandering

Aggression

Age

Activities of daily living are:

All activities which assist the person to maintain or enhance their physical well being, such as mobility, nutrition, dressing

They do not include medical or clinical interventions

Consult may include:

Asking and clarifying

Identifying and exploring the client's perception about their needs

Consultation with family and friends

Identification of previous patterns and preferences

Perceptions about needs

Confidentiality

Privacy and dignity requirements

Observation, analysis and determination of needs may need to be:

Made in consultation with or verified by other relevant carers and specialists carers

Provide information to clients and their carers to facilitate an informed choice may be relayed:

Verbally or in writing

Clinical records and case history may include:

All records related to the client's health status

Assessments

Plans of care

Progress notes

Test results

Continence management charts

Activities programs

Input may be provided by:

Diverse members of a multi-disciplinary team or by

More limited numbers of carers and health workers, internal and external to an organisation

Not all carers will have access to all or any parts of the records or responsibilities related to completing them

Individual service delivery strategy may be based on:

Behavioural difficulties

Prevention and response to distress

Activities of daily living

Health

Risk factors for clients may include:

All areas to which the clients has actual or potential access

Obstacles and hazards

Furniture

Carpets

Electrical cords and appliances

Hot water

Risk will:

Vary according to any degree of mental confusion and mobility and stability of clients

Risk factors for self and other carers may include:

Physical limitation

Manual handling (lifting and transferring clients or equipment safely)

Deciding to proceed alone in situations where assistance is required

Current and habitual behaviour

Mental and physical status of clients

Unusual circumstances may include:

Uncharacteristic behaviours

Environmental hazards

Accident

Incidents

Confusion may involve decline in mental health and may be evidenced by:

Decline in memory, intellectual functions and personality,

Disorientation of time, place and persons