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CHCCCS011 PowerPoint Slides Eduworks Resources sample
- 1. CHCCCS011 Meet personal support needs
- 2. These slides have been prepared by Eduworks Resources and is provided under the terms of the Eduworks Resources Licence Agreement. ©2018 Eduworks Resources, a division of RTO Advice Group. These slides may only be used within the RTO that has purchased the licence and must not be shared or transmitted for any other purpose. All rights are reserved. This slide may be removed for use, as long as those using this file are provided with the terms and conditions of use.
- 3. Welcome • Housekeeping • Emergency procedures • Course outline and structure • Assessment requirements and submission dates
- 4. Session 1
- 5. Overview of session • Support worker roles and responsibilities • Roles and responsibilities of support organisations • Legal and ethical obligations • Risk identification and WHS • Personal safety and security
- 8. Organisational responsibilities • Provide approach to providing personal support • Communicate how support activities should be undertaken safely • Provide information about safe operation of aids and equipment Policies and procedures • Ensure that clients’ safety, health and wellbeing are guarded during the provision of support activities Duty of care • Protect the privacy of client, the confidentiality of the personal and medication information • Ensure information about clients is only disclosed according to their wishes and legal responsibilities Privacy, confidentiality and disclosure
- 9. The support worker’s role in providing support services Follow the individual support plan • Follow all relevant policies, protocols and procedures • Seek assistance and clarification as need Work with the individual • Maximise the individual’s participation in activities • Respect their individuality and dignity • Follow requirements for duty of care Undertake personal support activities • Work within scope of duties • Follow policies and procedures for support activities • Use aids and equipment according to procedures Work safely • Follow WHS policy and procedures for own safety and the safety of the client Complete reporting and documentation • Comply with reporting requirements • Store and maintain documentation
- 10. What is in an individual support plan? Information about the client Strengths and capabilities Needs and wants Goals or expected outcomes Support strategies or interventions Monitoring and evaluation processes
- 11. Working safely
- 12. WHS risks • Musculoskeletal injuries are the biggest reported injury of personal support workers. • Moving and supporting people • Personal hygiene tasks • Moving wheel chairs in and out of vehicles • Assisting people in wheel chairs • Moving and lifting objects
- 13. Safe manual handling • Follow workplace policies and procedures • Ask for assistance • Use correct lifting techniques and postures • Use equipment and aids according to procedures • Identify and report manual handling hazards
- 14. Equipment and aids • Risk assessment • Follow manufacturer instructions • Visually inspect before using • Remove faulty or damaged equipment/aids from use immediately • Report to supervisor
- 15. Personal safety hazards • Occupational violence • Acting out • Challenging behaviour • Behaviours of concern
- 16. Personal safety protections • Systems customised for individual clients • Procedures for: • assessment and screening of clients • Adequate appropriate client support strategies • Monitoring and reviewing strategies • policies for behaviour of visitors in workplace • adequate supervision and support for workers • Adequate training and information about personal safety
- 17. Personal safety protections • Readily accessible secure areas • Access to dangerous areas limited or eliminated • Clearly lit work areas, access, egress and related areas • Calm environment • Work areas maintained, clean and tidy • Access to objects that could be used to harm eliminated or limited • Where no information is available in relation to external locations, assume a high level of risk.
- 18. • Support worker roles and responsibilities • Roles and responsibilities of support organisations • Legal and ethical obligations • Risk identification and WHS • Personal safety and security Session summary
- 19. Session 2
- 20. Overview of session • Carrying out personal support tasks • Treating the client with dignity and respect • Maximising client participation • Identifying and responding to changes
- 21. Warm up activity
- 23. Equipment and aids • In order to provide clients with active support and opportunities to participate in their own care, equipment and aids may be required.
- 24. Examples • Wheelchairs, mobility scooter • Mobility aids such as walking sticks, frames • Breathing devices • Continence aids • Shower chair • Equipment to life and transfer clients
- 25. Using equipment and aids • Skills and abilities of client identified • Appropriate training with staff and clients and/or their representatives on use • Client use of aids or equipment reviewed • Consult client regarding modifications
- 26. Client needs, client dignity
- 27. Physical and sensory needs Older adults experience changes in sensory capacity may need support making up for losses Vision Hearing Taste and smell Peripheral sensation (nerve function and touch
- 28. Physical and sensory needs • Providing assistance with activities of daily living (ADLs) can provide opportunities for clients to build on their existing strengths and maximise their independence. • May also be rehabilitative or learning new skills
- 29. Activities of daily living Supporting ADLs Personal hygiene and oral care Grooming and dressing Toileting and continence aids Meal preparation, eating drinking Mobility and transfer (wheelchairs and vehicles)
- 30. Impacts on clients Negative feelings: • Resentment • Embarrassment • Discomfort • Shame • Disempowerment • Depression
- 31. Maintaining client dignity • Respecting feelings • Empathy • Compassion • Patience • Tolerance • Respecting privacy • Showering and bathing • Toileting and continence Nick Youngson CC BY-SA 3.0 Alpha Stock Images
- 33. Watch: Dignity in care: Privacy
- 34. Cultural needs • Cultural competence • Respect of individual needs according to culture • Respect cultural practices and preferences
- 37. Maximising participation • Person-centred approach • Consult client at planning stages • Balance providing support with maintaining independence • Information provided
- 38. Client preferences CHOICE When, time of day, day of week What clothes, cleansers, brands of food Level of assistance, in what tasks Processes and procedures Gender of support worker
- 39. Enablement and re-ablement • Reducing or minimising impacts of health deterioration through learning or relearning skills needed for daily living
- 40. Watch: Reablement - Independence for Older People
- 42. Managing routine difficulties • Address difficulties within job role • Report complex issues • Note variances or departures from routine • Advise other support staff • maintain communication
- 43. Identifying and responding to changes in health • Report to supervisor • Discuss with client and supervisor: • any difficulties with providing support • Changes to needs and support required • Urgent changes to health reported immediately
- 45. • Carrying out personal support tasks • Treat clients with dignity and respect • Maximising client participation • Identifying and responding to changes Session summary
- 46. Session 3
- 47. Overview of session • Basic support routines for: • Body hygiene • Grooming • Oral hygiene and • eating and drinking • Basics of the human body systems
- 48. Warm up activity
- 50. Bed bathing routines • When clients are too ill or incapacitated to leave bed to bathe. • Encourage client to do as much as possible. • Always follow workplace procedures, the care plan and ask for assistance if unsure.
- 51. Watch: Personal Hygiene - Giving a Bed Bath
- 52. Showering routines • Ensure the privacy and dignity of the client at all times. • Encourage client to do as much for themselves as possible. • Always follow workplace procedures, the care plan and ask for assistance if unsure. By Roger Mommaerts (Flickr) [CC BY-SA 2.0 ], via Wikimedia Commons
- 53. Watch: Giving someone a shower bath
- 54. Dressing and undressing • Ensure the privacy and dignity of the client at all times. • Encourage client to do as much for themselves as possible. • Always follow workplace procedures, the care plan and ask for assistance if unsure.
- 55. Watch: Dressing and Undressing a Dependent Patient
- 56. Shaving male facial hair • Ensure the privacy and dignity of the client at all times. • Encourage client to do as much for themselves as possible. • Always follow workplace procedures, the care plan and ask for assistance if unsure.
- 57. The remaining slides have been removed as this is a sample only. The full suite of slides is available for purchase from Eduworks Resources. www.eduworks.com.au All intellectual property in these slides remain the property of Eduworks Resources.
Editor's Notes
- Key points: RTO information Trainer introduction Key contact information General housekeeping–location of toilets, break times etc. Emergency procedures– Evacuation meeting points and emergency exits WHS considerations Plagiarism, student code of conduct and any other relevant policies and procedures Course outline and lesson structure Course expectations and self-study requirements Expectations of student while studying this unit Assessment requirements dates and submission procedures
- Session 1 resources required: Data Projector Laptop Whiteboard Whiteboard markers Student computers/laptops PowerPoint Slides The Individual Support Worker, Geoff Arnott chapter 10 The Australian Carer, Helena and Sarah Croft chapter 7
- Students will learn about Their roles and responsibilities in providing personal support services The roles and responsibilities of the support organisation The legal and ethical obligations of workers and organisations Respecting clients rights in receiving support services Risk identification and WHS considerations Personal safety and security considerations
- Trainer to choose an ice-breaker activity to begin the session. Ideas can be sourced from the following websites: https://funattic.com/icebreaker-games-for-adults/ https://icebreakerideas.com/quick-icebreakers/
- The organisation has legal and ethical responsibilities to both its clients and its workers. These include: Policies and procedures Provide comprehensive and accurate policies and procedures for providing personal support Provide safe work procedures to undertake support activities Provide appropriate documentation and training for safe operation of aids and equipment Duty of care Ensure that clients’ safety, health and wellbeing are guarded during the provision of support activities Privacy, confidentiality and disclosure protect the privacy of client, the confidentiality of the personal and medication information Ensure information about clients is only disclosed according to their wishes and legal responsibilities. Discuss referring to examples.
- Key points The overarching duties of the support worker are to: Follow the individual support plan Follow all relevant policies, protocols and procedures Seek assistance and clarification as need Work with the individual Maximise the individual’s participation in activities Respect their individuality and dignity Follow requirements for duty of care Undertake personal support activities Work within scope of duties Follow policies and procedures for support activities Use aids and equipment according to procedures Work safely Follow WHS policy and procedures for own safety and the safety of the client Complete reporting and documentation Comply with reporting requirements Store and maintain documentation Elaborate with examples particularly in scope of duties and duty of care
- Key points Trainer to source an example of a support plan that is person-centred, uses a strengths-based approach and that includes a section for monitoring and reviewing to share with student as a hand out. An individual support plan contains information that will help you to implement activities to support the needs of the client. The plan may also contain tasks that are outside the duties of the support worker, such as oral suctioning, catheter care or gastrostomy feeds. In these situations support workers must not undertake these tasks, but instead call for the support or assistance of trained staff, such as nurses. Reference http://www.dhhs.tas.gov.au/disability/publications/policies,_procedures_and_guidelines/individual_support_packages_-_guide_for_individuals_with_disability,_their_families_and_carers
- Class discussion Discuss how injuries can occur, and the long and short term consequences. Source: Disability services – occupational health and safety compliance kit: How to control the most common hazardous tasks in the disability services sector by Worksafe Victoria, available at https://www.worksafe.vic.gov.au/pages/forms-and-publications/forms-and-publications/disability-services-occupational-health-and-safety-compliance-kit
- Follow workplace policies and procedures for manual handling tasks Ask for assistance when unsure of capacity to complete a manual handling task safely Use correct techniques and postures when lifting and moving people or objects Use equipment and aids according to procedures to reduce musculoskeletal injury risks Identify and report manual handling hazards as per policies and procedures. Discuss examples of each. Source: Disability services – occupational health and safety compliance kit: How to control the most common hazardous tasks in the disability services sector by Worksafe Victoria, available at https://www.worksafe.vic.gov.au/pages/forms-and-publications/forms-and-publications/disability-services-occupational-health-and-safety-compliance-kit
- Key points Risk assessment for any new equipment/aids, or equipment/aids used for the first time Follow manufacturer instructions for use of equipment and aids Visually inspect before using Remove any faulty or damaged equipment/aids from use immediately Report to supervisor Discuss examples of each Source: Disability services – occupational health and safety compliance kit: How to control the most common hazardous tasks in the disability services sector by Worksafe Victoria, available at https://www.worksafe.vic.gov.au/pages/forms-and-publications/forms-and-publications/disability-services-occupational-health-and-safety-compliance-kit
- Key points Risks include: Clients who are: bored frustrated anxious disinterested under the influence of drugs or alcohol way services delivered contributes to client frustration services and clients are not matched information about client needs and behaviour unknown or available causes of behaviour not well understood (such as triggers for behaviours of concern) new clients or individuals are introduced into the environment varying environments (e.g. home visits, transporting clients recreational activities) environments that are poorly maintained, not secured or have no access to safe areas services operate at night workers are by themselves or isolated unknown people present in workplace or where work is done. Injuries that can be sustained in these hazard situations (physical and mental/emotional). Class discussion What are these behaviours? Give examples? Why are people working in aged care, individual support or disability support likely to encounter these kinds of occupational violence? Source: Disability services – occupational health and safety compliance kit: How to control the most common hazardous tasks in the disability services sector by Worksafe Victoria, available at https://www.worksafe.vic.gov.au/pages/forms-and-publications/forms-and-publications/disability-services-occupational-health-and-safety-compliance-kit
- System for individual clients including: full, accurate and up-to-date information about clients and their care needs consultation with family, friends, and relevant professionals and who can provide relevant information transferring information about clients when they are placed in or exit a service, attend day programs). Procedures for: assessment and screening of clients must done by suitably qualified person including assessment of risks of occupational violence. Adequate appropriate client support strategies that address behaviours of concern Monitoring and reviewing strategies regularly to ensure they are current and relevant. policies for behaviour of visitors in workplace (e.g. client friends and family, members of the public), that include consequences for inappropriate behaviour. Staff should be given training about The risk factors associated with occupational violence the measures in place to control risk workplace policy and procedures, including emergency procedures and post incident responses, off-site visits communication strategies and skills positive interventions. Discuss why these are essential for workplace safety Source: Disability services – occupational health and safety compliance kit: How to control the most common hazardous tasks in the disability services sector by Worksafe Victoria, available at https://www.worksafe.vic.gov.au/pages/forms-and-publications/forms-and-publications/disability-services-occupational-health-and-safety-compliance-kit
- The environment must be designed or modified to ensure the safety of workers and other clients, including: readily accessible secure areas access to dangerous areas limited or eliminated clearly lit work areas, access, egress and related areas calm environment work areas maintained, clean and tidy access to objects that could be used to harm eliminated or limited Where no information is available in relation to external locations, assume a high level of risk. Discuss why these are essential for workplace safety Source: Disability services – occupational health and safety compliance kit: How to control the most common hazardous tasks in the disability services sector by Worksafe Victoria, available at https://www.worksafe.vic.gov.au/pages/forms-and-publications/forms-and-publications/disability-services-occupational-health-and-safety-compliance-kit
- Recap of session Provide a brief overview of what you have covered in session 1. Support worker roles and responsibilities Roles and responsibilities of support organisations Legal and ethical obligations Risk identification and WHS Personal safety and security Ask students to discuss their key learnings Conclusion: Homework Companion guides (if applicable) Readings for next session Assessment tasks Thank you and close
- Session 2 resources required: Data Projector Laptop Whiteboard Whiteboard markers Student computers/laptops PowerPoint Slides
- Students will learn about Carrying out personal support tasks Treating the client with dignity and respect Maximising client participation Identifying and responding to changes
- Trainer to choose a warm up activity for the class. (Approx. 15-20 minutes max)
- Class discussion Discuss the purpose of the listed equipment and aids. Ask the students to list further examples they might have worked with and what they were used for, and how the client reacted to using them for the first time, or if they were modified etc.
- Key points Record levels of assistance required to use aids and equipment in individualised plan Duty of care and WHS require staff assisting with or using aids and equipment be appropriately trained, and that clients and/or their representatives are show how and given information to use the same Client use of aids needs to be monitored and reviewed to ensure suitability Any changes that may be required should be discussed with clients, clients may prompt modifications to use depending on their abilities, needs and want.
- Key points Discuss examples of how these losses effect clients and how services fulfil the needs. Also discuss sensory deficits in people with sensory disabilities and the same. Source https://consultgeri.org/geriatric-topics/sensory-changes
- Key points Discuss examples of assisting people with physical and sensory needs in ADLs
- Explain in brief examples above Levels of assistance required are outlined in the individual plan, and will vary according to the abilities of the client and their willingness to cooperate. Class discussion Ask students if they can suggest other kinds of ADLs that support workers may assist with.
- Clients who rely on support workers for assistance often feel negative emotions about their situation, especially if they have previously been independent before. Discuss examples from our personal experience and ask students to contribute same. Respecting the feelings of clients and treating them with dignity is vital to overcoming negative emotions about requiring support. Class discussion Ask the students to consider how they would feel if they suddenly couldn’t feed themselves or walk without assistance.
- Key points Respecting the feelings of clients and treating them with dignity is vital to overcoming negative emotions about requiring support. Respecting the privacy of clients may include using robes and large towels when moving them in and out of showers so that they are not naked and not making faces, comments or noises when dealing with toileting and continence issues.
- Activity: role play The purpose of this activity is to get students to understand the importance of respecting the dignity of their clients. Using Activity 10.2 on page 262 of The Individual Support Worker (Geoff Arnott) get the students to undertake role plays based on the character of Joan Torney, each student taking turns at being the support worker and the client. At the end of the activity, ask the students to feedback to the class what they have learned by being on both sides of the role play.
- Dignity in care: Privacy https://youtu.be/MbFLcRtoW4k Class discussion What did you learn from watching this video?
- Class discussion Get the class to discuss the concept of cultural competence. Discuss examples relating to: gender and sexuality language needs Religious observances Meal preparation (kosher, vegetarian, halal) Age Marital status
- Activity: Brainstorming The purpose of this activity is to get students to think about how to solve issues of dignity and cultural difference for clients. Sheree, a young client (25) with CP has difficulty preparing her own meals. She is vegetarian for ethical and environmental reasons. Because she doesn’t eat animal flesh, she needs to get nutritional needs such as iron and protein from plant sources. Discuss ways to enhance her diet and her participation in meal preparation at the same time. What kinds of professional assistance could they call on for advice?
- Key points Recap person-centred approach key elements
- Key points Client preferences Clients needs must be at the centre of the plan and decision making, balancing with safety and job requirements. Discuss how the context of the provision of support can impact on how the services are provided. Give clients enough information to make informed decisions about how their needs and wants are satisfied and goals reached. Class discussion What if the client’s choice is not safe or appropriate? How do you handle the situation?
- Key points Discuss the relationship between person-centred approaches, client preferences, ADLs and enablement/re-ablement. Give examples based on real life experience. Class discussion What examples can students contribute to the conversation about enablement and re-enablement.
- Reablement - Independence for Older People https://youtu.be/HSNfcmlnkG8 Class discussion What have you learned about re-ablement from watching this video?
- Key points Part of your role is to address routine difficulties Report complex issues to supervisor Note variances or departures from routine in client records Advise other support staff at shift changes or through other appropriate communications maintain communication with client regarding preferences and needs, variations and routines. Class discussion What kinds of routine problems might/have you encountered, how did/would you manage the situation? What kinds of issues are outside of your job role?
- Key points Discuss the example given on page 273 of The Individual Support Worker (Geoff Arnott).
- Activity: brainstorming The purpose of this activity is to ensure that students can identify and address changes in health or personal support requirements. Brainstorm with the class the scenarios outlined in activity 10.4 on page 273 of The Individual Support Worker (Geoff Arnott).
- Recap of session Provide a brief overview of what you have covered in session 1. Support worker roles and responsibilities Roles and responsibilities of support organisations Legal and ethical obligations Risk identification and WHS Personal safety and security Ask students to discuss their key learnings Conclusion: Homework Companion guides (if applicable) Readings for next session Assessment tasks Thank you and close
- Session 3 resources required: Data Projector Laptop Whiteboard Whiteboard markers Student computers/laptops PowerPoint Slides
- Students will learn about Basics of the human body systems Basic support routines for: Body hygiene Grooming Oral hygiene and Eating and drinking
- Trainer to choose a warm up activity for the class. (Approx. 15-20 minutes max)
- Key points Refer to page 270 of the Individual Support Worker (Geoff Arnott) and page 216 of The Australian Carer (Helen and Sarah Croft) for process. Discuss important to health of clients’ body systems. Class discussion Ask class to give instruction about how to give a full bed bath, referring to their workplace procedures, including products and aids that may be used.
- Personal Hygiene - Giving a Bed Bath https://youtu.be/UaoZ17al-yU Class discussion What have you learned from this video? What differences are there from your workplace procedures?
- Key points Refer to page 270 of the Individual Support Worker (Geoff Arnott) and page 217 of The Australian Carer (Helen and Sarah Croft) for process. Discuss important to health of clients’ body systems. Class discussion Ask class to give instruction about how to assist a client to shower, referring to their workplace procedures, including products and aids that may be used.
- Giving someone a shower bath https://youtu.be/QHeodQ-XBXY Class discussion What have you learned from this video? What differences are there from your workplace procedures?
- Key points Refer to page 270 of the Individual Support Worker (Geoff Arnott) and page 221 of The Australian Carer (Helen and Sarah Croft) for process. Discuss important to health of clients’ body systems. Class discussion Ask class to give instruction about how to assist a client to dress and undress, referring to their workplace procedures, including products and aids that may be used.
- Dressing and Undressing a Dependent Patient
- Key points Refer to page 270 of the Individual Support Worker (Geoff Arnott) and page 218 of The Australian Carer (Helen and Sarah Croft) for process. Discuss important to health of clients’ body systems. Class discussion Ask class to give instruction about how to assist a male patient to shave, referring to their workplace procedures, including products and aids that may be used.