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
What evidence can you provide to prove your understanding of each of the following citeria?
Establish a relationship with the caller using a professional manner
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Establish and maintain professional boundaries with the caller Completed |
Evidence:
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Explain and apply privacy and confidentiality principles, practices and procedures according to organisation guidelines Completed |
Evidence:
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Establish the identity of the caller and their relationship to the person with care needs Completed |
Evidence:
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Consistently use active listening skills to help develop a rapport with the caller and establish trust Completed |
Evidence:
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Show respectful, empathic understanding to clarify the nature and depth of the caller’s feelings
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Ensure all communication with the caller reflects an understanding and respect for individual differences and needs Completed |
Evidence:
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Develop an empoweringrelationship which assists the caller to clarify options, seek support and decide on next steps to address and/or meet current needs Completed |
Evidence:
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Apply strategies to manage the call
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Identify the need for and engage an interpreter service when required Completed |
Evidence:
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Identify and respond to the nature of the call Completed |
Evidence:
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Listen for and respond to non-visual feedback from the caller Completed |
Evidence:
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Adjust tone or manner to respond to caller’s individual needs Completed |
Evidence:
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Identify cueswhich may indicate caller stress or distress
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Differentiate between abuse from the caller and the caller’s expression of anger/frustration Completed |
Evidence:
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Implement strategiesto effectively manage any abuse from the caller and defuse the caller’s anger/frustration Completed |
Evidence:
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Adjust communication processes as required when assessing callers with special needs Completed |
Evidence:
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Maintain the focus of the caller on the provision and receipt of information relevant to their needs Completed |
Evidence:
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Identify situations where telephone communication is inadequate and plan for alternative assessment Completed |
Evidence:
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Manage the completion of the telephone call
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Recap and clarify the caller’s understanding of the conversation Completed |
Evidence:
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Confirm with the caller that the information that they have provided is complete Completed |
Evidence:
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Confirm with the caller the next steps in the process Completed |
Evidence:
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Sensitively manage to break the rapport with the caller and bring the call to a timely end Completed |
Evidence:
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Document information within identified time frames and according to relevant guidelines Completed |
Evidence:
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Pass on the information gathered to other health professionals as required Completed |
Evidence:
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Address own personal factors likely to impact on telephone communication
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Identify and respond to barriers to listening to the caller Completed |
Evidence:
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Identify and develop personal attributes and attitudes likely to facilitate communication Completed |
Evidence:
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Demonstrate awareness of personal issues or attitudes likely to impact negatively on the call and manage appropriately Completed |
Evidence:
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Use constructive strategies for dealing with strong caller emotions and stressful situations Completed |
Evidence:
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Discuss own reactions to these strong caller emotions or stressful situations with peers and/or supervisor Completed |
Evidence:
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Use a range of effective self-care strategies for responding to strong emotions and stressful situations Completed |
Evidence:
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Use peer support to seek advice and knowledge, brainstorm and problem solve collaboratively Completed |
Evidence:
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