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Evidence Guide: CHCICS408A - Provide support to people with chronic disease

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

 

CHCICS408A - Provide support to people with chronic disease

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

Provide support in a chronic disease self management context

  1. Identify the client's chronic disease conditions and support plan
  2. Identify impairments, activity limitations and/or participation restrictions that the client may experience due to the chronic disease
  3. Seek information about the chronic disease and its possible impacts on client health, well being and ability to achieve maximum performance in life situations
  4. Seek information from the client, supervisor and/or health professional in order to understand current client treatments, and other inputs and supports
  5. Determine the level and type of support and assistance required according to the client, their support plan, worker roles and responsibilities and organisation policy and procedures
  6. Actively involve the client in the development of strategies to self manage their chronic disease
  7. Confirm support plan with supervisor
Identify the client's chronic disease conditions and support plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify impairments, activity limitations and/or participation restrictions that the client may experience due to the chronic disease

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek information about the chronic disease and its possible impacts on client health, well being and ability to achieve maximum performance in life situations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek information from the client, supervisor and/or health professional in order to understand current client treatments, and other inputs and supports

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine the level and type of support and assistance required according to the client, their support plan, worker roles and responsibilities and organisation policy and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Actively involve the client in the development of strategies to self manage their chronic disease

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm support plan with supervisor

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support client in a holistic manner

  1. Identify with the client the full range of variables that could have an impact on client well being
  2. Provide support and assistance in a manner that addresses the range of client variables that have an impact on the client's well being
  3. Support the client to understand the chronic disease condition, within the scope of roles and responsibilities
  4. Identify and discuss with the client any unmet needs and requirements and make appropriate referral within the scope of work role and responsibilities
Identify with the client the full range of variables that could have an impact on client well being

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide support and assistance in a manner that addresses the range of client variables that have an impact on the client's well being

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support the client to understand the chronic disease condition, within the scope of roles and responsibilities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and discuss with the client any unmet needs and requirements and make appropriate referral within the scope of work role and responsibilities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide support as part of a coordinated service approach

  1. Identify the level and type of contribution of health and community services agencies and professionals in supporting the person, including the role of general practitioner or other primary care provider
  2. Identify the level and type of contribution to supporting the client made by family/care providers
  3. Identify own communication role and requirements within the support system
  4. Identify any variations to client's needs, health and/or emotional well being and make appropriate referral
  5. Identify the appropriate communication and reporting processes within the client's support system
  6. Identify strategies forworker self care
Identify the level and type of contribution of health and community services agencies and professionals in supporting the person, including the role of general practitioner or other primary care provider

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the level and type of contribution to supporting the client made by family/care providers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify own communication role and requirements within the support system

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify any variations to client's needs, health and/or emotional well being and make appropriate referral

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the appropriate communication and reporting processes within the client's support system

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify strategies forworker self care

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

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

This unit will be most appropriately assessed in the workplace and under the normal range of workplace conditions

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

equipment and resources normally used in the workplace

Method of assessment may include:

Observation in the workplace

Written assignments/projects

Case study and scenario analysis

Questioning

Role play simulation

Related units:

This unit is recommended but not required to be assessed in conjunction with knowledge and skills addressed in related units:

CHCICS406A Support client self management

CHCISC407A Support positive lifestyle

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 understanding of:

Own work role and responsibilities

Basic understanding of chronic diseases in relation to the impact on maintaining health and well being

Some of the more common chronic diseases, including

Asthma

Cancer

Cardio vascular diseases

Chronic obstructive pulmonary disease

Diabetes

Haemoglobin disorders

HIV/AIDS

Mental illness, including depression

Musculoskeletal disorders

Obesity

Osteoarthritis, rheumatoid arthritis

Physical disabilities

Stroke

Viral hepatitis (Hepatitis C and Hepatitis B)

Understanding the Continuum of Chronic Disease

Understanding of models of chronic disease self management, including Stanford and Wagner

Understanding of World Health Organisation model of chronic disease

Life variables that have an impact on health and well being

Social, emotional, physical, psychological and financial impacts of chronic disease

Strategies to support the maintenance of positive life roles

Strategies that enable the change of client behaviour over time

Strategies that prevent chronic disease

Stages of change, to establish readiness for attitudinal and behavioural change

How to communicate effectively with a person with a chronic disease

Possible impact on family dynamics as a result of a chronic disease

Principles, practices and relevance of client focused practice in chronic disease self management

Occupational health and safety (OHS), risk assessment and risk management relevant to the job role

Essential skills:

It is critical that the candidate demonstrate the ability to:

Follow organisation policies and protocols

Support a client to identify options across a range of variables such as support and service requirements, access requirements, lifestyle options

Observe changes in a client's condition and/or well being and report to appropriate health professional

Use facilitation skills to foster client focused and strengths-based practice

Liaise and report appropriately to supervisor and/or health professionals

Adhere to own work role and responsibilities

Identify and respond to risks associated with providing personal care

Use appropriate communication strategies and tools

Follow the relevant OHS guidelines

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 reading and writing skills required to fulfil work role in a safe manner and as specified by the organisation/service:

this requires a level of skill that enables the worker to follow work-related instructions and directions and the ability to seek clarification and comments from supervisors, clients and colleagues

industry work roles will require workers to possess a literacy level that will enable them to interpret international safety signs, read client's service delivery plans, make notations in clients records and complete workplace forms and records

Apply oral communication skills required to fulfil work role in a safe manner and as specified by the organisation:

this requires a level of skill that enables the worker to follow work-related instructions and directions and the ability to seek clarification and comments from supervisors, clients and colleagues

industry work roles will require workers to possess oral communication skills that will enable them to ask questions, clarify understanding, recognise and interpret non-verbal cues, provide information and express encouragement

Apply numeracy skills required to fulfil work role in a safe manner and as specified by the organisation:

industry work roles will require workers to be able to perform basic mathematical functions, such as addition and subtraction up to three digit numbers and multiplication and division of single and double-digit numbers

Apply basic problem solving skills to resolve problems of limited difficulty within organisation protocols

Work effectively with clients, colleagues and supervisors

Demonstrate safe and effective use of workplace technology in line with OHS guidelines

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.

Chronic disease conditions may include:

Asthma

Cancer

Cardio vascular diseases

Chronic obstructive pulmonary disease

Depression

Diabetes

Haemoglobin disorders

HIV/AIDS

Obesity

Osteoarthritis, rheumatoid arthritis

Physical disabilities

Stroke

Viral hepatitis (Hepatitis C and Hepatitis B)

Client variables may include:

Emotional status

Financial status

Fluctuation or recurrence of condition

Health status

Lifestyle needs and aspirations

Psychological status

Relationship status

Stigma

Appropriate referral may include:

Disability support workers

Education sector

Family member

Health and community professionals

Other services

Primary care health professional

Rehabilitation

Work role may include:

Aged care worker

Allied health worker

Disability worker

Division 2 nurse

HACC worker

Mental health worker

Rehabilitation professional

Strategies for worker self care may include:

Debriefing

Mentoring

Reflection

Self care