Manage clients and others experiencing loss and grief Evidence Guide

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Evidence Guide: HLTEN619B - Manage clients and others experiencing loss and grief

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

HLTEN619B - Manage clients and others experiencing loss and grief

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

Assess the needs of those experiencing loss and grief

Identify the effects of grief on the physical, emotional, cognitive, behavioural, social and spiritual domains of a person's experience
Review knowledge of client and their significant others in relation to the client's condition, management requirements and therapies
Recognise determinants impacting or potentially impacting on the experience of grief of the client and their significant others
Recognise potential or actual manifestation of a complicated grief reaction
Assess needs of client and significant others experiencing loss and grief in consultation/ collaboration with the Registered Nurse and health care team

Identify the effects of grief on the physical, emotional, cognitive, behavioural, social and spiritual domains of a person's experience

Completed
Date:

Teacher:

Evidence:

Review knowledge of client and their significant others in relation to the client's condition, management requirements and therapies

Completed
Date:

Teacher:

Evidence:

Recognise determinants impacting or potentially impacting on the experience of grief of the client and their significant others

Completed
Date:

Teacher:

Evidence:

Recognise potential or actual manifestation of a complicated grief reaction

Completed
Date:

Teacher:

Evidence:

Assess needs of client and significant others experiencing loss and grief in consultation/ collaboration with the Registered Nurse and health care team

Completed
Date:

Teacher:

Evidence:

Plan management of clients and significant others experiencing loss and grief

Use a reflective, problem solving approach to analyse the assessment of grief status of client and significant others
Develop an individualised plan to provide ongoing care, support and education to the client and/or significant others within the health care facility and on discharge in consultation/collaboration with Registered Nurse and health care team
Analyse, evaluate and modify care plan according to clients progress in consultation/collaboration with the Registered Nurse and health care team

Use a reflective, problem solving approach to analyse the assessment of grief status of client and significant others

Completed
Date:

Teacher:

Evidence:

Develop an individualised plan to provide ongoing care, support and education to the client and/or significant others within the health care facility and on discharge in consultation/collaboration with Registered Nurse and health care team

Completed
Date:

Teacher:

Evidence:

Analyse, evaluate and modify care plan according to clients progress in consultation/collaboration with the Registered Nurse and health care team

Completed
Date:

Teacher:

Evidence:

Implement strategies to manage the grief of clients and significant others

Use counselling skills to encourage clients and/or significant others to verbalise grief experience
Support client and/or significant others experiencing loss and grief
Use specific communication skills in the event of having to break adverse news or assist a health care team member to break adverse news to a client and/or significant others
Implement critical incident strategies in the event of a crisis situation
Implement support and safety and welfare measures in the event of a complicated grief reaction
Identify and access as required relevant additional resources related to loss and grief
Discuss available resources with client and/or significant others

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

Completed
Date:

Teacher:

Evidence:

Support client and/or significant others experiencing loss and grief

Completed
Date:

Teacher:

Evidence:

Use specific communication skills in the event of having to break adverse news or assist a health care team member to break adverse news to a client and/or significant others

Completed
Date:

Teacher:

Evidence:

Implement critical incident strategies in the event of a crisis situation

Completed
Date:

Teacher:

Evidence:

Implement support and safety and welfare measures in the event of a complicated grief reaction

Completed
Date:

Teacher:

Evidence:

Identify and access as required relevant additional resources related to loss and grief

Completed
Date:

Teacher:

Evidence:

Discuss available resources with client and/or significant others

Completed
Date:

Teacher:

Evidence:

Develop and implement strategies to manage own stress

Identify specific personal and workplace stressors within the context of the nursing profession
recognise and respond appropriately to physical, behavioural, interpersonal and attitudinal symptoms of professional carer burnout
Identify, access and incorporate into daily routine relevant resources/activities to relieve stress and prevent professional carer burnout

Identify specific personal and workplace stressors within the context of the nursing profession

Completed
Date:

Teacher:

Evidence:

recognise and respond appropriately to physical, behavioural, interpersonal and attitudinal symptoms of professional carer burnout

Completed
Date:

Teacher:

Evidence:

Identify, access and incorporate into daily routine relevant resources/activities to relieve stress and prevent professional carer burnout

Completed
Date:

Teacher:

Evidence:

Provide support for peers and colleagues

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

Recognise 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 preferred 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:

Attitudes

Cultural and spiritual beliefs

Customs

Ethical and legal dimensions

Health terminology

Manifestations of loss and grief and the effect on health care clients, their family and friends

Practices

Regulations and legislation

Self and colleague care

Social and community support systems

Symptoms of professional carer burnout

Theoretical frameworks

Values

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 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

NBSA Standard on Therapeutic Relationships and Professional Boundaries

NBSA Standard on authorisation for an Enrolled/Division 2 Nurse to practise without the supervision of a Registered Nurse

Nurses Act 1999

Consent to Medical Treatment and Palliative Care Act 1995

Guardianship and Administration Act 1993

Powers of Attorney and Agency Act 1984

Apply advanced communication skills

Apply counselling skills

Apply knowledge of various models of grief in practice

Assess a client at risk of a complicated grief reaction

Formulate a strategy to care for the safety of a client at risk of a complicated grief reaction

Formulate strategies for communicating with and caring for clients experiencing grief

Formulate strategies to reduce occupational stress

Locate and utilise resources related to loss and grief

Respond appropriately to a range of clients in a range of loss and grief contexts

Work as an effective member of a multi-disciplinary team

Work within a reflective practice and problem solving framework

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.

Clients may include	Children Adolescents Adult Older adult Professional colleagues Client family members Client friends Client carers Professional peers and colleagues

Age and gender considerations could include	Maturation and psychlogical development Self esteem Gender specific coping strategies

Health care settings may include	Acute Chronic Rehabilitation Aged care Respite Mental health Community Clinic Prison

Health considerations could include	Physical health Psychological health

Cultural considerations could include	Religious beliefs Cultural beliefs and practices ( including non ethnic definitions of culture) Views on loss and grief Culturally appropriate nursing actions Need for interpreter/support services

NTISthis.com

Evidence Guide: HLTEN619B - Manage clients and others experiencing loss and grief

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

HLTEN619B - Manage clients and others experiencing loss and grief

Assess the needs of those experiencing loss and grief

Plan management of clients and significant others experiencing loss and grief

Implement strategies to manage the grief of clients and significant others

Develop and implement strategies to manage own stress

Provide support for peers and colleagues

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _