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Evidence Guide: CHCPAL004 - Contribute to planning and implementation of care services using a palliative approach

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

 

CHCPAL004 - Contribute to planning and implementation of care services using a palliative approach

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

Contribute to planning of a palliative approach to individual care.

  1. Assist with care planning using a palliative, holistic approach to maximise the person’s quality of life and comfort.
  2. Determine immediate and future care requirements based on the condition or illness of the person.
  3. Ensure planning includes involving and supporting the person, their family, carer and others involved in the person’s care.
  4. Assist with development of strategies that holistically address the person’s needs that extend over time not only end-of-life.
Assist with care planning using a palliative, holistic approach to maximise the person’s quality of life and comfort.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine immediate and future care requirements based on the condition or illness of the person.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure planning includes involving and supporting the person, their family, carer and others involved in the person’s care.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist with development of strategies that holistically address the person’s needs that extend over time not only end-of-life.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support people to identify their preferences for quality of life choices.

  1. Consult the person, their family, carer and others to establish and share information regarding current and changing needs and preferences.
  2. Respect the person’s individuality, values and beliefs in implementing the care plan.
  3. Demonstrate respect for the roles of the person, their family, carer, or others identified by the person, in planning, delivering care and decision making.
  4. Address any issues that are outside scope of own job role by referring them to the appropriate member of the care team according to organisational policies and procedures.
  5. Communicate with the person, their family, carer and others in a professional manner that shows empathy.
Consult the person, their family, carer and others to establish and share information regarding current and changing needs and preferences.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respect the person’s individuality, values and beliefs in implementing the care plan.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate respect for the roles of the person, their family, carer, or others identified by the person, in planning, delivering care and decision making.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Address any issues that are outside scope of own job role by referring them to the appropriate member of the care team according to organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate with the person, their family, carer and others in a professional manner that shows empathy.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist with advance care planning.

  1. Enable effective advance care directive completion within scope of own job role through encouraging communication between the person, their family, carer, health professionals and others regarding what quality of life means to the person.
  2. Assist with documentation of advance care directives according to the person’s preferences and organisational policies and procedures.
  3. Actively support end-of-life decisions agreed by the person and carer, in line with organisational policies and procedures and individualised plan directives.
  4. Acknowledge the person’s ongoing decisions, preferences, needs and issues in relation to end-of-life care and report changes to supervisor or care team member to ensure that the person’s wishes are respected.
Enable effective advance care directive completion within scope of own job role through encouraging communication between the person, their family, carer, health professionals and others regarding what quality of life means to the person.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist with documentation of advance care directives according to the person’s preferences and organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Actively support end-of-life decisions agreed by the person and carer, in line with organisational policies and procedures and individualised plan directives.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Acknowledge the person’s ongoing decisions, preferences, needs and issues in relation to end-of-life care and report changes to supervisor or care team member to ensure that the person’s wishes are respected.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contribute to planning of care considering pain and other end-of-life symptoms.

  1. Select and implement strategies within individualised plan to maximise comfort in collaboration with supervisor or health professional.
  2. Identify need for information about the use of pain-relieving medication and other treatments and refer to supervisor or health professional.
  3. Observe, report and document effectiveness of interventions for pain and symptom relief.
  4. Communicate ineffective interventions to supervisor or health professional and document according to organisational policies and procedures.
Select and implement strategies within individualised plan to maximise comfort in collaboration with supervisor or health professional.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify need for information about the use of pain-relieving medication and other treatments and refer to supervisor or health professional.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe, report and document effectiveness of interventions for pain and symptom relief.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate ineffective interventions to supervisor or health professional and document according to organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement end-of-life care strategies.

  1. Identify the emotional needs of the person and their family, carer and others affected when a death occurs and provide the necessary referrals according to organisational policies and procedures, and legal and ethical considerations.
  2. Provide support to the person, their family, carer, others identified by the person and colleagues during stages of end-of-life, within scope of own job role.
Identify the emotional needs of the person and their family, carer and others affected when a death occurs and provide the necessary referrals according to organisational policies and procedures, and legal and ethical considerations.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide support to the person, their family, carer, others identified by the person and colleagues during stages of end-of-life, within scope of own job role.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise and manage emotional responses in self and others.

  1. Identify and reflect on own emotional responses to death and dying and raise and discuss any issues with supervisor or other appropriate person.
  2. Observe the impact of the person’s end-of-life decisions, needs and issues on their family, carer or others identified by the person and provide referral to support as needed.
  3. Inform the family, carer, colleagues and others about support systems and bereavement care available.
  4. Follow organisational policies and procedures in relation to emotional welfare of self, colleagues, the person, their family and carer.
  5. Determine strategies and resources available for debriefing.
Identify and reflect on own emotional responses to death and dying and raise and discuss any issues with supervisor or other appropriate person.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe the impact of the person’s end-of-life decisions, needs and issues on their family, carer or others identified by the person and provide referral to support as needed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Inform the family, carer, colleagues and others about support systems and bereavement care available.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow organisational policies and procedures in relation to emotional welfare of self, colleagues, the person, their family and carer.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine strategies and resources available for debriefing.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Required Skills and Knowledge