CHCCCS031 - Provide individualised support

For Melbourne campuses

Assessment tasks will be designed to reinforce & extend knowledge and skill competence within set & controlled parameters in accordance with each units learning outcomes & performance criteria requirements, including the setting of work based practical application tasks designed to provide evidence of competence outcomes, within periodic and scheduled timelines.

Students will be expected to demonstrate the following required skills:

• provide personal support to people with individualised plans, using aids and equipment including devices used by the person, to undertake each of the following in the workplace on three occasions, with simulation to occur prior to being assessed in the workplace, as described in the assessment conditions:

• dressing, undressing and grooming
• eating and drinking using required mealtime assistance techniques and equipment, ensuring client has physical access
• oral hygiene
• showering
• toileting and the use of continence aids
• using slide sheets, hoists, slings and lifters
• transferring a person between bed and chair
• transferring a person from seated to standing

• provide personal support to people with individualised plans, using aids and equipment including devices used by the person, to undertake each of the following in a simulated workplace on two occasions:

• bed bathing
• shaving
• transferring a person in and out of car
• falls recovery and
• assisting a person to take pre-packaged medication

• when performing the above tasks:

• confirm support requirements and preferences with the person, their family, carer or others identified by the person
• perform risk assessment and engage additional assistance as required
• prepare required equipment, aids and appliances according to the individualised plan
• provide support in a manner that upholds the rights and dignity of the person and considers duty of care and dignity of risk
• monitor support in collaboration with the person, confirming any requirements for change and reporting or referring according to organisational policies and procedures
• complete required documentation and reporting according to organisational policies and procedures.

Students will also be expected to demonstrate the following knowledge:

• rationale and processes underpinning individualised support planning and delivery:

• basic principles of person-centred practice, strengths-based practice and active support
• principles of respectful behaviour
• documentation and reporting requirements

• roles and responsibilities of different people and the communication between them:

• person being supported
• family and carer
• health professionals
• support workers
• supervisors

• service delivery models in the relevant sector
• legal and ethical requirements and how these are applied in an organisation and individual practice:

• privacy, confidentiality and disclosure
• duty of care
• dignity of risk
• human rights
• discrimination
• mandatory reporting
• medication
• work role boundaries, responsibilities and limitations

• processes and procedures for providing support in the following areas according to an individualised plan:

• bed bathing
• dressing, undressing and grooming
• eating and drinking using appropriate mealtime techniques and equipment
• mobility
• oral hygiene and assisting with oral care:

  how to look after natural teeth and gums
  denture removal, cleaning and insertion
  recognising ill-fitting dentures
  effective brushing and alternatives to brushing

• shaving
• showering
• toileting and the use of continence aids
• using aids and equipment including devices used by the person
• ensuring the person has physical access to necessary aids, equipment and other items required for support

• procedures for hazardous manual handling scenarios:

• using slide sheets, hoists, slings and lifters
• transferring a person between bed and chair
• transferring a person from seated to standing
• transferring a person in and out of car
• falls recovery

• restrictive practices:

• what constitutes a restrictive practice
• legislative and regulatory requirements
• organisational policies and procedures relating to restricted practices
• positive strategies
• ethical considerations
• documentation requirements

• organisational policies and procedures for:

• infection control
• assembly of equipment, aids and appliances
• privacy and confidentiality of personal information
• monitoring support activities and confirming requirements for change
• referrals
• documenting and reporting

• factors that affect people requiring support
• procedures for assisting a person to take medication pre-packaged by a pharmacist:

• right person
• right time
• right route
• right to refuse
• right to be educated
• package is not tampered with
• medication is within expiry date
• escalation if a person is unable to take medication
• reporting and documenting:

  adverse reactions to medication
  refusal of medication

• practices that support skill maintenance and development
• indicators of unmet needs and ways of responding
• scope and breadth of assistive technologies used across the life domains, including but not limited to:

• self-care
• continence and hygiene
• communication
• mobility and transferring
• cognition and memory loss
• vision and hearing
• daily living activities
• recreation and leisure
• education and employment
• home and other environments
• eating and drinking
• pressure area management
• carer support

• role of assistive technologies in supporting a person’s life activities:

• maintaining and promoting independence
• enabling inclusion and participation

• risk management considerations and ways to respond to identified risks.