Conduct assessment of carer's needs

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 CHCRCP402A, 'Conduct assessment of carer's needs'.
Google Links
links to google searches, with filtering in place to maximise the usefulness of the returned results
Books
Reference books for 'Conduct assessment of carer's needs' 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

Complete the intake screening process

1.1 Respond promptly to the enquiry received

1.2 Identify the need for and engage an interpreter service when required

1.3 Assess the carer’s eligibility to access available services

1.4 Clearly explain the intake process and how information is used, including requirements for mandatory data collection

1.5 Explain and apply privacy and confidentiality principles, practices and procedures

1.6 Explain what service the organisation can provide

1.7 Gather information to enable assessment of the carer’s priority of need

1.8 Identify the need to refer the carer to another agency for assessment and arrange the referral, if required

Undertake the assessment process

2.1 Use an open, empathic and confident manner with the carer to establish a rapport and obtain their consent to participate in the assessment process

2.2 Ensure the assessment focuses on the care relationship rather than the individual and empowers both the carer and the care recipient

2.3 Implement the appropriate level of assessment based on the outcomes of the intake screening process

2.4Clearly explain the assessment process and how information is used

2.5 Complete the assessment process holistically using a conversational approach in line with organisation guidelines, procedures and instruments

2.6 Adjust communication processes as required when assessing carers with special needs

2.7 Recognise and respond to situations of either the carer or the care recipient according to organisation guidelines

2.8 Seek advice from supervisor, as required, to determine service issues associated with assessment information

2.9 Document information within identified timeframe and according to relevant guidelines

Clarify the carer’s needs

3.1 Display positive regard to assist the carer to talk freely about their concerns and needs without fear of judgement

3.2 Encourage and allow the time for the carer to share their story

3.3 Recognise and respond to the impact of complex care issues on the carer

3.4 Assist the carer to identify issues external to, and which impact on, their caring role

3.5 Establish the carer’s unmet needs within the limits of the level of assessment

3.6 Identify and prioritise the carer’sneed for a service

Apply skills which assist the assessment process

4.1 Use active listening skills to help establish a rapport with the carer, and identify their needs

4.2 Use language that the carer understands

4.3 Develop an empoweringrelationship which assists the carer to clarify options, seek support and decide on next steps to address problems and/or meet current needs

4.4 Ensure all communication with the carer reflects understanding and respect for individual differences and needs

4.5 Use peer and/or supervisor support to seek advice and knowledge, and problem solve collaboratively

4.6 Guide the carer to remain focussed on issues related to their caring role

Address own personal factors likely to impact on the assessment process

5.1 Identify and develop personal attributes and attitudes likely to facilitate the assessment process

5.2 Demonstrate awareness of personal issues or attitudes likely to impact negatively on the assessment process and manage appropriately

5.3 Use constructive strategies for dealing with strong carer emotionsand stressful situations

5.4 Discuss with peers and/or supervisor own personal reactions to these strong carer emotions or stressful situations

5.5 Use a range of effective self-care strategies for responding to impactful client presentations or situation

5.6 Use peer and/or supervisor support to seek advice and knowledge, and problem solve collaboratively

5.7 Identify limit of ability through self-reflection and seek assistance, advice and knowledge from peers/management