CHCCCS011 Meet personal support needs Learner Guide Table of Contents Unit of Competency4 Application4 Performance Criteria5 Foundation Skills6 Assessment Requirements7 1. Determine personal...

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There is no word limit in this assignment. Must be plagiarism free. I have attached the a copy of learner guide as well where most of the answers of question can be found but must paraphrased please.Regards


CHCCCS011 Meet personal support needs Learner Guide Table of Contents Unit of Competency4 Application4 Performance Criteria5 Foundation Skills6 Assessment Requirements7 1. Determine personal support requirements9 1.1 – Review individualised plan and confirm required equipment, processes and aids10 Review the individualised plan10 Activity 1A13 1.2 – Identify requirements outside of scope of own role and seek support from relevant people14 Personal support14 Advanced and specific processes and aids15 Activity 1B17 1.3 – Consider the potential impact that provision of personal support may have on the person and confirm with supervisor18 Impact and effect of support18 Activity 1C20 1.4 – Consider specific cultural needs of the person21 Cultural differences and needs21 Activity 1D23 1.5 – Consider specific physical and sensory needs of the person24 Tools and equipment24 Assist with specific daily tasks25 Activity 1E30 1.6 – Identify risks associated with the provision of support and confirm with supervisor31 Risks31 Activity 1F32 2. Maximise participation33 2.1 – Discuss and confirm person’s own preferences for personal support in a positive way34 Client preferences34 Confirming procedures35 Activity 2A38 2.2 – Consider and confirm the person’s level of participation in meeting their personal support needs39 Client participation39 Activity 2B40 2.3 – Provide the person with information to assist them in meeting their own personal support needs41 Providing information41 Activity 2C42 3. Provide personal support43 3.1 – Safely prepare for each task and adjust any equipment, aids and appliances44 Using equipment safely44 Activity 3A45 3.2 – Take account of identified risks in the provision of personal support and technical support activities46 Working around risks46 Technical care47 Activity 3B49 3.3 – Identify and respond to routine difficulties during support routines, and report more complex problems to supervisor50 Encountering problems with care50 Activity 3C51 3.4 – Identify changes in the person’s health or personal support requirements and report to supervisor52 Changing needs52 Health concerns53 Report to supervisor54 Activity 3D55 3.5 – Work with the person and supervisor to identify required changes to processes and aids56 Equipment changes56 Activity 3E57 3.6 – Maintain confidentiality, privacy and dignity of the person58 Privacy58 Dignity59 Confidentiality59 Activity 3F61 4. Complete reporting and documentation62 4.1 – Comply with the organisation’s reporting requirements, including reporting observations to supervisor63 Reporting63 Activity 4A64 4.2 – Complete and maintain documentation according to organisation policy and protocols65 Complete documentation65 Maintain documentation65 Activity 4B66 4.3 – Store information according to organisation policy and protocols67 File information67 Activity 4C68 Summative Assessments69 Unit of Competency Application This unit describes the skills and knowledge required to determine and respond to an individual’s physical personal support needs and to support activities of daily living. This unit applies to workers who provide support to people according to an established individualised plan in any community services context. Work performed requires some discretion and judgement and may be carried out under regular direct or indirect supervision. The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice. Performance Criteria Element Elements describe the essential outcomes. Performance Criteria Performance criteria describe the performance needed to demonstrate achievement of the element. 1. Determine personal support requirements 1.1 Review individualised plan and confirm required equipment, processes and aids 1.2 Identify requirements outside of scope of own role and seek support from relevant people 1.3 Consider the potential impact that provision of personal support may have on the person and confirm with supervisor 1.4 Consider specific cultural needs of the person 1.5 Consider specific physical and sensory needs of the person 1.6 Identify risks associated with the provision of support and confirm with supervisor 2. Maximise participation 2.1 Discuss and confirm person’s own preferences for personal support in a positive way 2.2 Consider and confirm the person’s level of participation in meeting their personal support needs 2.3 Provide the person with information to assist them in meeting their own personal support needs 3. Provide personal support 3.1 Safely prepare for each task and adjust any equipment, aids and appliances 3.2 Take account of identified risks in the provision of personal support and technical support activities 3.3 Identify and respond to routine difficulties during support routines, and report more complex problems to supervisor 3.4 Identify changes in the person’s health or personal support requirements and report to supervisor 3.5 Work with the person and supervisor to identify required changes to processes and aids 3.6 Maintain confidentiality, privacy and dignity of the person 4. Complete reporting and documentation 4.1 Comply with the organisation’s reporting requirements, including reporting observations to supervisor 4.2 Complete and maintain documentation according to organisation policy and protocols 4.3 Store information according to organisation policy and protocols Foundation Skills The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance. Foundation skills essential to performance are explicit in the performance criteria of this unit of competency. Assessment Requirements Performance Evidence The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has: · Safely supported at least 2 individuals by performing the activities outlined in the performance criteria of this unit. This includes following support requirements of an established individualised plan and supporting each of the following activities: · bed bathing · dressing, undressing and grooming · eating and drinking using appropriate feeding techniques · oral hygiene · shaving · showering · toileting and the use of continence aids · using aids and equipment including devices used by the person · Performed the following hazardous manual handling scenarios at least once: · transferring a person between bed and chair · transferring a person in and out of car · falls recovering. Knowledge Evidence The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of: · Different contexts for provision of personal support and impacts on the way services are provided · Role and responsibilities of the personal support providers and workers · Concepts of enablement and re-ablement · Legal and ethical requirements related to the provision of personal support, and how these are applied in an organisation and individual practice: · privacy, confidentiality and disclosure · duty of care · work health and safety, including manual handling · Basics of: · body hygiene · grooming · oral hygiene · human body system · Personal safety and security risks associated with provision of personal support and strategies to minimise those risks · Features, functions and safe use of equipment and aids used in provision of personal support and devices used by the person including the importance of adjusting equipment and aids to the needs of the individual · Techniques for completing physical support routines · Infection control procedures · Organisational reporting technologies. Assessment Conditions Skills must have been demonstrated in a relevant workplace that provides personal support services to people, with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe, impractical or threatens the dignity of the person. The following conditions must be met for the unit: · Use of suitable facilities and resources including: · individualised plans specifying different personal support needs · equipment outlined in individualised plans · Modelling of industry operating conditions including involvement of real people when simulating the provision of service and equipment use Overall, assessment must involve some real interactions with people who require personal support. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors. Links Companion volumes from the CS&HISC website - http://www.cshisc.com.au 1. Determine personal support requirements 1.1. Review individualised plan and confirm required equipment, processes and aids 1.2. Identify requirements outside of scope of own role and seek support from relevant people 1.3.Consider the potential impact that provision of personal support may have on the person and confirm with supervisor 1.4.Consider specific cultural needs of the person 1.5.Consider specific physical and sensory needs of the person 1.6.Identify risks associated with the provision of support and confirm with supervisor 1.1 – Review individualised plan and confirm required equipment, processes and aids By the end of this chapter, the learner should be able to: · Review an individualised plan for a client. Review the individualised plan Each client cared for by your organisation should have an individualised plan, which details their medical and care needs, as well as their preferences, plans and goals. These plans can be either: · A stand-alone personal care plan · Personal care aspects embedded in a wider individual plan. These documents, whether physical or digital, are personal documents and therefore have confidentiality laws and regulations applied to them. Clients should be involved in writing and editing the care plan and should be able to access it for their own perusal. The plan should record the treatments and medications that the client is currently receiving and has received in the past; any new treatments or conditions should be added to the document, along with an action plan of how to treat it. The plan should also cover personal preferences that are both related to the client’s medical treatment and their general lifestyles; this can range from whether they prefer tablets or oral solutions, to what they like to eat. There are many aspects of personal care needs, all of which should be covered to some extent within the care plan, so that care providers can match their service to the client’s preferences: · Personal hygiene: everyone has their own styles, standards and routines when maintaining their personal hygiene; this is why it is important to consult the client on this aspect of their care: · toileting and incontinence · washing · showering and bathing · Personal appearance: again, everyone has their own distinct style and preferences. How you look can be very important for an individual’s self-esteem and comfort: · hairstyles · shaving · make up · skin treatments · Dressing: this covers the physical ability to dress and the personal preferences of dressing: · clothes and style · dressing independently · being dressed · seasonally appropriate clothing · Mobility: this can apply to the mobility needs of the client, such as a wheelchair or crutches and the mobility preferences of the client; for example, some people object to being pushed in a wheelchair and would rather retain their independence: · being transported around · being handled · thoughts on different types of mobility aid, such as electric wheelchairs · Living environments: this tends to apply more to clients in private housing, but is still relevant to residential clients: · private: · safety and security · suitable temperatures · ease of access and mobility · residential: · room decoration, including painting and ornaments, etc. · privacy: can staff walk in any time or should they knock? · where do clients like to be during the
Answered 12 days AfterJan 31, 2021

Answer To: CHCCCS011 Meet personal support needs Learner Guide Table of Contents Unit of Competency4...

Dr. Vidhya answered on Feb 12 2021
136 Votes
CHCCCS011
Meet personal
support needs
Learner Workbook
    
Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:
· Address each question including any sub-points
· Demonstrate that you have researched the topic thoroughly
· Cover the topic in a logical, structured manner
· Your assessment tasks are well presented, well referenced and word processed
· Your assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serio
us act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:
· Presenting any work by another individual as one's own unintentionally
· Handing in assessments markedly similar to or copied from another learner
· Presenting the work of another individual or group as their own work
· Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a “0” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet Competent” you will be required to re-enrol in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.
Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.
Recognised prior learning
Candidates will be able to have their previous experience or expertise recognised on request.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.
Assessment requirements
Assessment can either be:
· Direct observation
· Product-based methods e.g. reports, role plays, work samples
· Portfolios – annotated and validated
· Questioning
· Third party evidence.
If submitting third party evidence, the Third Party Observation/Demonstration document must be completed by the agreed third party.
Third parties can be:
· Supervisors
· Trainers
· Team members
· Clients
· Consumers.
The third party observation must be submitted to your trainer/assessor, as directed.
The third party observation is to be used by the assessor to assist them in determining competency.
The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.
If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.
Candidate Details
Assessment – CHCCCS011: Meet personal support needs
Please complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for CHCCCS011: Meet personal support needs.
Name:         _____________________________________________________________
Address:    _____________________________________________________________
        _____________________________________________________________
Email:        _____________________________________________________________
Employer:    _____________________________________________________________
Declaration
I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed.
Signed:        ____________________________________________________________
Date:        ____________________________________________________________
If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below:
This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another person’s work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person.
Learner 1:    ____________________________________________________________
Signed:        ____________________________________________________________
Learner 2:    ____________________________________________________________
Signed:        ____________________________________________________________
Learner 3:    ____________________________________________________________
Signed:        ____________________________________________________________
Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
Performing a work based skill or task
Interaction with colleagues and/or customers.
Demonstration is off-the-job
A demonstration will require:
Performing a skill or task that is asked of you
Undertaking a simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.
Third Party Guide
You should supply details of the third party to the assessor before you commence the activities (see below), unless the assessor has already selected a third party themselves. The assessor can then contact the third party in instances where they require more evidence to determine competency, or they cannot observe certain tasks themselves.
The reasons to use a third party may include:
Assessment is required in the workplace
Where there are health and safety issues related to observation
Patient confidentiality and privacy issues are involved.
If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to inform the assessor. They will be able to provide you with a simulated environment in which to complete these tasks.
We would prefer that, wherever possible, these be “live” issues for your industry and require application of the principles that you are learning as part of your training. Where this is not possible, you and your third party should simulate the activity tasks and demonstrations that you believe would be likely to arise in your organisation or job role.
Third party evidence can also be used to provide “everyday evidence” of tasks included in your work role that relate to the unit of competency but are not a part of the formal assessment process.
The third party is not to be used as a co-assessor – the assessor must make the final decision on competency themselves.
Documents relevant to collection of third party evidence are included in the Third Party section in the Observations/Demonstrations document.
Third party details (required information from the learner)
A third party may be required for observations or demonstrations; please provide details below of your nominated third party and obtain their signature to confirm their agreement to participate. This information will be required by your trainer/assessor in advance of arranging any future observations or demonstrations.
Third party name:    ______________________________________________________________
Position of third party:    ______________________________________________________________
Telephone number:    ______________________________________________________________
Email address:        ______________________________________________________________
Declaration for nominated third party
I declare my intention to act as third party for (learner’s name here) __________________________
Third party signature:    _____________________________________ Date: ___________________
Activities
Complete the following activities individually or in a group (as applicable to the specific activity and the assessment environment).
Where applicable, a signed observation by either an approved third party or the assessor will need to be included in these activities as proof of completion.
Activity 1A
    Estimated Time
    40 Minutes
    Objective
    To provide you with an opportunity to review individualised plan and confirm required equipment, processes and aids.
    Activity
    Role-playing activity:
With a partner or the instructor playing the role of a client, discuss the details of the client’s care plan.
Choose three aspects of care provision that are subject to personal preference, and ask the client for their input on each, covering several areas of the chosen categories.
You may refer to chapter 1.1 of the unit for ideas.
The three aspects of personal care include hygiene-based assistance, care given to monitor and regulate nutrition effectively as well as carry out the role of professional care provider of the mobility and transport. The client would seek support over maintaining the personal hygiene due to the age factor. He is sixty five year old male retired from army services and thus, believes in disciplined ways of dealing with other care aspects like nutrition and mobility as well. He has given inputs to harmonize and balance the care options that are available for the proper implication of the selected three categories above.
Activity 1B
    Estimated Time
    60 Minutes
    Objective
    To provide you with an opportunity to identify requirements outside of scope of own role and seek support from relevant people.
    Activity
    1. Give an example of how you could confirm personal support requirements with a client.
Identify an aspect of personal care and list the questions you could ask the client and the choices they may have.
The personal requirements of the client will be confirmed by assessing the current position; it will matter how far he is able to manage the process of self-care and what are the areas where he anticipates external support. The questions will be related mostly to the diet plans and the mobility alternatives.
2. Identify a process that you are not qualified or trained to do.
What are the worst-case-scenario consequences for:
· You?
· The client(s)?
· The organisation?
Identify a piece of equipment that you are not qualified or trained to use.
As professional care provider, I am not well versed in mobility and transport based needs of the client. I would prefer...
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