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Evidence Guide: HLTEN615B - Practise in the contemporary aged care environment

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

 

HLTEN615B - Practise in the contemporary aged care environment

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

Address the health care needs of the older adult in the Australian health care environment

  1. Work with an understanding of the physical and psychological effects of aging on the human body
  2. Work with an understanding of the significance of physical and psychosocial assessment in evaluating the health of older clients
  3. Apply an understanding of funding arrangements for aged care and extended care environment
  4. Address documentation requirements to assist the funding that impacts on aged care provision
  5. Recognise crisis situations and implement emergency management as required
  6. Provide a physically and psychologically safe environment for the older client
  7. Communicate effectively with older person experiencing sensory loss
Work with an understanding of the physical and psychological effects of aging on the human body

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with an understanding of the significance of physical and psychosocial assessment in evaluating the health of older clients

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply an understanding of funding arrangements for aged care and extended care environment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Address documentation requirements to assist the funding that impacts on aged care provision

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise crisis situations and implement emergency management as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide a physically and psychologically safe environment for the older client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate effectively with older person experiencing sensory loss

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess health care needs of older clients

  1. Perform a holistic assessment of the client in consultation/collaboration with the registered nurse
  2. Incorporate an in-depth understanding of anatomy, physiology and pathophysiology into nursing practice as applied to the various manifestations of the ageing process and clinical manifestations of ageing
  3. Discuss with the client the physical and psychosocial impact of ageing on their activities of daily living
  4. Identify common problems and complications the client may encounter
  5. Communicate effectively with clients, family and health team members
Perform a holistic assessment of the client in consultation/collaboration with the registered nurse

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Incorporate an in-depth understanding of anatomy, physiology and pathophysiology into nursing practice as applied to the various manifestations of the ageing process and clinical manifestations of ageing

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss with the client the physical and psychosocial impact of ageing on their activities of daily living

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify common problems and complications the client may encounter

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate effectively with clients, family and health team members

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contribute to planning appropriate care for the older client

  1. Use contemporary assessment tools accurately
  2. Establish a database of resource personnel to assist in decision making for the older client
  3. Use a problem-solving framework to plan appropriate nursing management strategies in consultation/collaboration with the registered nurse
  4. Develop an individualised plan of care for the older client in consultation/collaboration with the client and the health care team
  5. Ensure care plan reflects client's current nursing needs and nursing actions designed to maximise the older client's function and minimise potential complications
  6. Apply an understanding of risk management principles in planning client care
  7. Ensure planned care and therapeutic interventions aim to assist client/s to achieve optimal health outcomes
  8. Regularly review plan of care and modify to reflect changes in condition of older client
  9. Identify aged care client needs requiring research to improve nursing practice
  10. Implement evidence based practice to care of older clients
Use contemporary assessment tools accurately

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish a database of resource personnel to assist in decision making for the older client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use a problem-solving framework to plan appropriate nursing management strategies in consultation/collaboration with the registered nurse

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop an individualised plan of care for the older client in consultation/collaboration with the client and the health care team

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure care plan reflects client's current nursing needs and nursing actions designed to maximise the older client's function and minimise potential complications

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply an understanding of risk management principles in planning client care

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure planned care and therapeutic interventions aim to assist client/s to achieve optimal health outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Regularly review plan of care and modify to reflect changes in condition of older client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify aged care client needs requiring research to improve nursing practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement evidence based practice to care of older clients

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist to perform clinical nursing skills appropriate to the management of the older client

  1. Prioritise nursing interventions according to client needs
  2. Modify nursing interventions using critical thinking and problem solving approaches, to reflect changes in client's condition
  3. Update nursing interventions to assist client, and identified significant others to meet expected outcomes, including health promotion and/or education
  4. Monitor nursing interventions, review those that fail to address client needs and revise in consultation/collaboration with health care team
  5. Ensure appropriate pre-, intra- and post-diagnostic procedures are undertaken in line with organisation policies and procedures
  6. Ensure medication administration is based on sound knowledge of principles of drug actions and side effects in accordance with health unit policies and procedures
  7. Ensure rehabilitation principles underpin appropriate nursing interventions for the older client as required
Prioritise nursing interventions according to client needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Modify nursing interventions using critical thinking and problem solving approaches, to reflect changes in client's condition

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Update nursing interventions to assist client, and identified significant others to meet expected outcomes, including health promotion and/or education

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor nursing interventions, review those that fail to address client needs and revise in consultation/collaboration with health care team

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure appropriate pre-, intra- and post-diagnostic procedures are undertaken in line with organisation policies and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure medication administration is based on sound knowledge of principles of drug actions and side effects in accordance with health unit policies and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure rehabilitation principles underpin appropriate nursing interventions for the older client as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess the needs of clients experiencing loss and grief

  1. Work with an understanding of the effects of grief on the physical, emotional, cognitive, behavioural, social and spiritual domains of a person's experience
  2. Review client knowledge of their condition, self management and therapies
  3. Recognise determinants impacting or potentially impacting on the client's experience of grief and on identified significant other/s
  4. Recognise the potential or actual manifestation of a complicated grief reaction
  5. Review the significant other's knowledge of the client's condition, management and therapies
  6. Use counselling skills to encourage clients and/or significant other/s to verbalise grief experience
  7. Support client and/or significant others experiencing loss and grief
  8. Use effective communication skills to break adverse news or assist a health care team member to break adverse news to a client and/or significant other/s
Work with an understanding of the effects of grief on the physical, emotional, cognitive, behavioural, social and spiritual domains of a person's experience

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review client knowledge of their condition, self management and therapies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise determinants impacting or potentially impacting on the client's experience of grief and on identified significant other/s

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise the potential or actual manifestation of a complicated grief reaction

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review the significant other's knowledge of the client's condition, management and therapies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use counselling skills to encourage clients and/or significant other/s to verbalise grief experience

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support client and/or significant others experiencing loss and grief

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use effective communication skills to break adverse news or assist a health care team member to break adverse news to a client and/or significant other/s

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide support for peers and colleagues

  1. Recognise the symptoms of stress and professional carer burnout in peers and colleagues
  2. Implement appropriate support and safety and welfare measures for peers and colleagues
Recognise the symptoms of stress and professional carer burnout in peers and colleagues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement appropriate support and safety and welfare measures for peers and colleagues

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 competency unit:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

Observation of performance in a work context is essential for assessment of this unit

Consistency of performance should be demonstrated over the required range of workplace situations and should occur on more than one occasion and be assessed by a registered nurse

Context of and specific resources for assessment:

This unit is most appropriately assessed in the clinical workplace or in a simulated clinical work environment and under the normal range of clinical environment conditions prior to assessment in the workplace

Where, for reasons of safety, access to equipment and resources and space, assessment takes place away from the workplace, simulations should be used to represent workplace conditions as closely as possible

Method of assessment

Observation in the work place

Written assignments/projects

Case study and scenario as a basis for discussion of issues and strategies to contribute to best practice

Questioning - verbal and writing

Role play/simulation

Access and equity considerations:

All workers in the health industry should be aware of access and equity 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 health issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on health of 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 health of Aboriginal and/or Torres Strait Islander clients and communities

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

This includes knowledge of:

Admission and transfer to acute care environments

Client rights and responsibilities

Critical thinking and problem solving

Cultural and spiritual beliefs and practices

Culturally appropriate health promotion activities for clients with respiratory problems

Diagnostic tests and their meanings

Emergency and first aid management

Evidence based practice

Factors influencing growth and development

Factors influencing self esteem

Health - illness continuum

Legislation related to aged care and extended care practice, including:

Aged Care Act and criteria for admission to aged care facilities

occupational health and safety legislation

Legal standards for practice

Medical terminology

Organisation policy and procedure

Participating as a member of the health care team

Participating as a member of the health care team

Philosophy of loss and grief

Philosophy underpinning aged care and extended care management

Principles of health assessment

Reflective practice

Research strategies and methodologies

Specialised in-depth knowledge of anatomy, physiology and pathophysiology of chronic disease

Specialised knowledge and execution relating to emergency care of older clients

Specialised knowledge of clinical manifestations of chronic disease states

Essential skills

It is critical that the candidate demonstrate the ability 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

This includes the ability to:

Apply clinical nursing skills, including:

acute care of aged care client

addressing pain management needs

addressing pressure area care needs

chest pain assessment and management

emergency medications

fundamental and complex nursing interventions

medication administration as per jurisdictional and legal requirements

neurological function

physical assessment

specimen collection

Apply professional standards of practice:

ANMC code of conduct

ANMC code of ethics

ANMC national Enrolled/Division 2 nurse competency standards

state/territory Nurse Regulatory Nurses Act

state/territory Nursing and Midwifery Regulatory Authority standards of practice

Scope of Nursing Practice Decision Making Framework

Assessment, observation and documentation of

blood glucose monitoring

neurovascular observations

nutritional status and hydration

pain scale or analogue observations

respiratory function

skin integrity

Apply principles of documentation to document planned nursing interventions

Apply principles of rehabilitation

Demonstrate accountability for personal outputs and broad client group outcomes

Maintain effective symptom management

Maintain evidence based practice in line with current literature and work of professional bodies associated with aged care clients

Recognise and address

needs of client and significant others in relation to grief and loss

religious and cultural needs of client and significant others

continued ...

Essential skills (contd):

Use appropriate communication skills (non-verbal, openness, sensitivity, non-judgmental attitudes):

oral communication skills (language competence) required to fulfil job roles as specified by the organisation/service, including interviewing techniques, asking questions, active listening, asking for clarification

written communication skills (literacy competence) required to fulfil job roles as specified by organisation/service, ranging from reading and understanding client documentation to completion of written reports

Use interpersonal skills to work with others, use sensitivity when dealing with people and relate to persons from differing cultural, social and religious backgrounds

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.

Multidisciplinary health care team members could include:

Aged care client and their significant others

Medical and nursing staff

Social workers

Physiotherapists

Occupational therapists

Speech pathologists

Dietitian

Podiatrists

Community services

Transitional rehabilitation services

Health care settings could include:

Residential aged care facilities

Extended care settings

Hospital - private or public

Short stay centres

Respite centres

Community

Day Centres

Assessment of impact of ageing process may include:

Performance of activities of daily living

Loss or limitation to physical function

Impact on sexuality, relationships, self image, body image

Grief and loss

Coping mechanisms

Personal and community support mechanisms

Level of communication

Maintenance/improvement of quality of life

Maintenance/improvement of lifestyle

Impact of secondary disease processes

Age related adjustments and transitions could include:

Role changes

Retirement

Multiple losses

Loneliness

Depression and suicide

Fear of death

Changes in body image

Disease processes include:

Alterations in sensory function

Alterations in cardiac function

Alterations in respiratory function

Alterations in neurological function

Alterations in musculoskeletal function

Alteration in genitourinary function

Alteration in endocrine Function

Alteration in renal function

Oncological disorders

Pressure ulcers

Plans of care may include:

Nursing care plans

Clinical pathways

Treatment plans

Medical notes

Community referrals

Admission and transfer

Rehabilitation plans

Legal and ethical issues include:

Rights and responsibilities of older person

Consent

Power of attorney

Medical Power of attorney

Advocacy

Elder abuse

Restraint

Advanced health directives

Ethical principles

Legislation affecting older person

Research and the older person

Specific nursing interventions/clinical skills could include:

Foundation nursing interventions

Complex nursing interventions

Management of elimination (urinary and bowel) needs including - insertion of indwelling catheters, irrigation of indwelling catheters

Management of permanent and temporary mechanical ventilation including suctioning and bagging

Wound care

Skin care including - assessment and management of skin care

Health teaching in relation to client care needs

Pain management

Manual handling

Co ordination of clinical care

Assessment of oxygen saturation levels

Rehabilitative care practices

Evaluation of planned care includes:

Level of independence in performance of activities of daily living

Participation in rehabilitation programs

Self management of symptoms