Plan for and provide care services using a palliative approach

Formats and tools

Unit Description
Reconstruct the unit from the xml and display it as an HTML page.
Assessment Tool
an assessor resource that builds a framework for writing an assessment tool
Assessment Template
generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
Assessment Matrix
a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
Wiki Markup
mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
Evidence Guide
create an evidence guide for workplace assessment and RPL applicants
Competency Mapping Template
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
Observation Checklist
create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)

Self Assessment Survey
A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
Moodle Outcomes
Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
Registered Training Organisations
Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CHCPA402B, 'Plan for and provide care services using a palliative approach'.
Google Links
links to google searches, with filtering in place to maximise the usefulness of the returned results
Books
Reference books for 'Plan for and provide care services using a palliative approach' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)


Elements and Performance Criteria

ELEMENT

PERFORMANCE CRITERIA

1. Plan a palliative approach to client care

1.1 Reflect an understanding of the difference between curative and palliative approaches in contributing to client care planning

1.2 Contribute to care plan to address in a holistic way client needs that may extend over time not just end-of-life

1.3 Apply the principles and aims of a palliative approach in contributing to development of care plan

2. Support clients to identify their preferences for quality of life choices

2.1 Consult clients, family members, significant others and carers to identify and share information regarding changing needs and preferences

2.2 Respect client lifestyle, social context and spiritual needs in developing the care plan

2.3 Respect cultural choices in line with care plan

2.4 Support the freedom of the client, his/her family, carer and significant others to discuss spiritual and cultural issues in an open and non-judgemental way within scope of own responsibilities and skills

2.5 Demonstrate respect for the roles of the client and carer in planning and delivering care

2.6 Address any client issues in line with own responsibilities or refer them to the appropriate member of the care team in line with organisation requirements

2.7 Provide emotional support using effective communication skills

3. Support the incorporation of advanced care directives within the care plan

3.1 Demonstrate an understanding of the legal and ethical implications of advanced care directives and communicate them to all staff according to organisation policy

3.2 Support the process of end-of-life ethical decisions agreed by client and family, as documented in the care plan by an appropriate staff member in line with organisation policy

3.3 Report the client's needs/issues in relation to end-of-life to the appropriate team member for documentation in the care plan

3.4 Observe any impact on carers of client's end-of-life needs/issues and provide support

4. Contribute to the development of and implementation of end-of-life care strategies

4.1 Respect client's preferences including cultural and spiritual wishes when contributing to an end-of-life care plan

4.2 Respect the dignity of the client when planning end-of-life care and immediately following death

4.3 Observe any signs of a client's imminent death/deterioration and report to an appropriate member of the care team in line with organisation requirements

4.4 Provide a supportive environment for the client, families, carers and those involved in their care at end-of-life

4.5 Inform other staff that decisions made by the client are reviewed regularly as indicated by changes on the care plan

4.6 Recognise and support emotional needs of other clients and their families and/or carers affected when a death occurs

4.7 Prepare client, family, other staff and self for any distressing end-of-life events within own responsibilities

5. Take action to alleviate pain and other end-of-life symptoms experienced by client/resident

5.1 Plan and document in care plan strategies to promote comfort in collaboration with supervisor and/or other health professional

5.2 Assess resident/client need for pain and other symptom relief in line with care plan and report to supervisor and/or other health professional

5.3 Provide pain relief in line with relevant legislation and organisation policy and care plan

5.4 In consultation with supervisor and/or other health professional, provide appropriate information about the use of pain relieving medication and other treatments to staff, clients and their family

5.5 Observe, report and document effectiveness of interventions for symptom relief

5.6 Communicate ineffectiveness of interventions to supervisor and/or other health professional and document

6. Identify and manage emotional responses in self and others

6.1 Identify and reflect upon own emotional responses to death and dying and raise and discuss any issues with supervisor and/or other appropriate person

6.2 Identify and reflect upon potential impact of personal responses on self and others and action appropriately

6.3 Inform others about support systems available such as bereavement care

6.4 Follow organisation policies and procedures in relation to emotional welfare of self, team members, clients and family

6.5 Assist colleagues to debrief and discuss bereavement care

6.6 Identify other strategies/resources available for debriefing

6.7 Evaluate effectiveness of emotional response strategies


Qualifications and Skillsets

CHCPA402B appears in the following qualifications:

  • CHC40108 - Certificate IV in Aged Care
  • CHC40208 - Certificate IV in Home and Community Care
  • CHC52008 - Diploma of Community Services (Case management)
  • CHC40308 - Certificate IV in Disability
  • CHC52208 - Diploma of Community Services Coordination
  • CHC40708 - Certificate IV in Community Services Work
  • CHC42508 - Certificate IV in Community Services (Information, advice and referral)
  • CHC41108 - Certificate IV in Pastoral Care
  • CHC50108 - Diploma of Disability
  • HLT43407 - Certificate IV in Nursing (Enrolled/Division 2 nursing)

And the skillsets: