Let’s get to know each other and plan out your learning journey!
Your Personal Details
Provide us with your residential details.
We sometimes do things the old fashion way and use the post. Tell us where you want your mail sent.
Accidents happen. Provide us with an emergency contact, so we can get in touch with someone.
Accidents happen. Provide us with an emergency contact, so we can get in touch with someone.
It takes a special person to work with Older People. We want to make sure that you are studying the right qualification to get you into the career you want! If we feel that Aged Care may not be the right career choice for you, we will assist you to explore other study and career options.
We will ask you the following questions and record your responses below.
If you are eligible for a Government Funded position as part of the Victoria Training Guarantee:
You can only commence two qualifications at the one level and receive a Government Funded position
If you commence a qualification at a level where you are eligible to receive a Government Funded position, have never commenced a qualification at that level and do not complete the qualification at the level, you can only start one more qualification at that level within your lifetime.
For example, Richard had never commenced a Certificate III qualification. Richard enrolled in Certificate III in Aged Care and after starting placement, realised that the role was not for him. He could only receive a future Government Funded position in one more Certificate III qualification.
Once you have commenced one qualification at a particular level, you can only start one more qualification at that level and receive a Government Funded position.
If you have previously commenced a qualification at a level that you are eligible to receive a Government Funded position, and did not complete the qualification at that level, you can only start one more qualification at that level within your lifetime.
For example, in Richard’s case, after Certificate III in Aged Care he went onto study Certificate III in Automotive. Once he commenced Certificate III in Automotive, he could no longer receive a Government Funded position for another Certificate III qualification.
Don't leave enrolment in your second qualification at a particular level until you have finished your first qualification at that level - it will affect your future entitlements through the Victorian Training Guarantee.
If you commenced a qualification at a level you are eligible to receive a Government Funded position, and have never commenced a qualification at this level, but have study aspirations to study to qualifications at that level, you need to enrol in the second qualification prior to completing the first qualification.
For example, Jane wanted to study Certificate III in Aged Care, followed by Certificate III in Disability Services. When she had two weeks of study left in her Certificate III in Aged Care qualification, she enrolled in Certificate III in Disability, and was still eligible to receive a Government Funded position. Had she waited until she completed Certificate III in Aged Care she would have had to:
1) Enrol in Certificate III in Disability Services as a Fee for Service student OR
2) Enrol in a Certificate IV qualification, that may not have matched her career goals, in order to receive a Government Funded position
If you receive a Government Funded position as part of the Victoria Training Guarantee, Seed Education will be paid from the Victorian Government to deliver your training. Depending on your training plan, Seed Education will receive up to the following:
CHC30212 Certificate III in Aged Care $3815.20
CHC30408 Certificate IV in Aged Care $6475.00
If you receive Government Funded position as part of the Victoria Training Guarantee, and hold a valid concession card, Seed Education will receive an additional payment from the Victorian Government to deliver your training. Depending on your training plan, Seed Education will receive up to the following:
CHC30212 Certificate III in Aged Care $2000.00
CHC30408 Certificate IV in Aged Care $3478.00
If you hold a valid concession card, Seed Education will recieve additionally funding for you to complete the qualification, in exchange for you only being charged the Government Subsidised Concession Enrolment Fee instead of the Government Subsidised Enrolment Fee.
If you withdraw from the qualification prior to completion, Seed Education will claim proportionally the funds associated with each unit of competency based on your training plan.
Below are the fees, which could be applicable to your enrolment. We will tick the fees that may be applicable to your enrolment.
Seed Education caps Recognition of Prior Learning Fees at $1850.00 for CHC30212 Certificate III in Aged Care and $1950.00 for CHC40108 Certificate IV in Aged Care. RPL Gap training fees are not listed as they will be determined after the RPL assessment for units of competency has been conducted.
Seed Education’s Startup Fee consists of:
- 2 Gingham Shirts
- 1 Name Tag
- 1 Denim Apron or Denim Nurses Pouch (pending on the placement facility)
- A Police Check
- Student Workbooks
The following is current and is displayed for public viewing on www.seed.edu.au.
The fees that are listed are subject to change based on the circumstances of a Personal Care Master. Please contact Seed Education to discuss your circumstances and the fees that may be applicable to your enrolment.
To find out if you are eligible to receive a Government Subsidised Training Place (through the Victorian Training Guarantee) please contact Seed Education.
For eligible students, Seed Education in conjunction with Provider Assist and a number of Aged Care organisations has setup the Personal Care Mastery Study Fund. The fund has been setup to attract passionate, dedicated and talented Personal Care Masters to the Aged Care sector, who will go onto become Personal Care Masters. The Personal Care Mastery Study Fund allows students the opportunities to apply to the Personal Care Mastery Fund to have their fees paid by the fund. Contact Seed Education to find out more details and to see if you are eligible to apply.
Seed Education delivers both CHC30212 Certificate III in Aged Care and CHC40108 Certificate IV in Aged Care as follows:
Seed Education delivers CHC30212 Certificate III in Aged Care and CHC40108 Certificate IV in Aged Care at the following locations:
It is great that you are going to study Aged Care with Seed Education. The Victorian Training Guarantee makes vocational training more accessible to people who do not hold a post-school qualification, or who want to gain a higher-level qualification than they already hold.
There are now an unlimited number of government-subsidised training places available to people who meet the eligibility criteria.
We will complete the below section with you to determine if you are eligible for a government-subsidised training place with Seed Education.
VICTORIAN TRAINING GUARANTEE 2015 EVIDENCE OF STUDENT ELIGIBILITY AND STUDENT DECLARATION
I confirm that in relation to:
To determine your eligibility for a government-subsidised training place, we need you to tell us about your education history.
We need you to confirm that what you have told us is accurate.
Declare the following to be true and accurate statements:
Our Turn - RTO declaration
To be completed by all Personal Care Masters aged up to 24 years:
Since 2009 in schools and since 2011 for vocational education and training (VET) organisations and Adult Community Education providers, a Victorian Student Number (VSN) has been allocated upon enrolment to each individual student aged up to 24 years.
Students should report their VSN on all subsequent enrolments at a Victorian school or training organisation. In particular, all students who are currently enrolled in either a VET provider or a Victorian school (including those already participating in a VET in schools program) should obtain their VSN from their current education or training organisation and report their VSN on this enrolment form.
Students who are enrolling for the first time since the VSN was introduced will get a new VSN.
What is the Unique Student Identifier?
A Unique Student Identifier (USI) is a reference number made up of numbers and letters that gives students access to their USI account. A USI will allow an individual's USI account to be linked to the National Vocational Education and Training (VET) Data Collection allowing an individual to see all of their training results from all providers including all completed training units and qualifications.
The USI will make it easier for students to find and collate their VET achievements into a single authenticated transcript. It will also ensure that students' VET records are not lost.
The USI will be is available online and at no cost to the student. This USI will stay with the student for life and be recorded with any nationally recognised VET course that is completed from when the USI comes into effect on 1 January 2015.
A student needs a USI when enrolling or re-enrolling in nationally recognised training from 1 January 2015. This includes if the student is enrolling for the first time, for example, if they are studying at TAFE or with a private training organisation, completing an apprenticeship or skill set, certificate or diploma course. It also applies to students continuing or completing (re-enrolling) training, including nationally recognised training undertaken in secondary school.
These sections outline a bit of information you need to know prior to enrolling. If you have any questions, make sure you ask!
I, the below named give my unreserved permission for all still and moving images taken or recorded by or on behalf of or made available to Seed Education of me ("the Images") to be:
- Used in any or all of the promotional and advertising material of Seed Education; and/or
- Provided to any third party, including but not limited to media organisations, government bodies, not-for-profit
- Organisations and Seed Education partners, for their use as they see fit.
The Images may be used in various media formats including online media, social media, print, newspaper, video, public displays television and electronic means of communication and in any edited form.
I waive any rights and claims, present and future, to any fees or royalties or other benefits whatsoever for or in connection with the use of the Images.
If I wish to withdraw permission for Images to be used, I must so inform Seed Education in writing. I understand that if I so withdraw permission for the Images to be used, Seed Education will cease any future new publication or use of the Images, but for several years the Images may appear in printed and electronic material, which has already been produced or disseminated.
For our Aboriginal and Torres Strait Islander friends:
I also understand that images of Aboriginal and Torres Strait Islanders may appear in printed and electronic material for several years. If I am an Aboriginal or Torres Strait Islander, Seed Education will take reasonable steps to prevent the Images from appearing on material published after my death. However, I understand and agree that, despite those efforts, the Images may still be published or disseminated.
I acknowledge that when I submit my work associated with completing the enrolled qualification, Seed Education may choose to use this for, but no limited to:
- Marketing purposes
- Social Media purposes
- Online media purposes
I acknowledge that Seed Education becomes the owner of all produced works that i submit or produce in relation to this qualification.
I the named below, understand that Seed Education is required to provide the Victorian Government, through the Department of Education and Training, with student and training activity data, which may include information, I provide in this enrolment form. Information is required to be provided in accordance with the Victorian VET Student Statistical Collection Guidelines (which are available at
http://www.education.vic.gov.au/training/providers/rto/Pages/datacollection.aspx). The Department may use the information provided to it for planning, administration, policy development, program evaluation, resource allocation, and reporting and/or research activities. For these and other lawful purposes, the Department may also disclose information to its consultants, advisers, other government agencies, professional bodies and/or other organisations. I have been advised by the training organisation that I may be contacted and requested to participate in a National Centre for Vocational Education Research survey or a Department-endorsed project or audit or review.
The Education and Training Reform Act 2006 requires Seed Education to collect and disclose my personal information for a number of purposes including the allocation to me of a Victorian Student Number and updating my personal information on the Victorian Student Register.
For more information in relation to how student information may be used or disclosed please contact Seed Education’s Privacy Officer on 1300 669 991 or email email@example.com.
By signing below, I acknowledge and agree to the terms described in this privacy statement.
I understand that Seed Education will make all reasonable efforts to ensure that any use of the Images by Seed Education or third parties complies with the Seed Education Photography Policy. The Photography Policy in summary states that Seed Education will:
- Respect and protect those whose images are recorded in Seed Education photography;
- Manage and use images owned by Seed Education appropriately; and
- In the use of the Images, comply with the Fundamental Principles of the Seed Education movement; and
I understand that I have no actionable right against Seed Education for any failure by either Seed Education or by any third party to comply with the Photography Policy or with the terms of this release form.
General Enrolment Information
I recognise that the components of the aged care courses involve activities that may require a degree of physical ability and fitness. I authorise SE to obtain medical assistance that they deem necessary should any medical problem or accident occur.
I agree to pay all medical expenses incurred on my behalf and I further authorise qualified medical practitioners to administer an anaesthetic if necessary.
I take full responsibility for any injury, illness, loss or damage to my person and/or property that may directly or indirectly result from my participation in the training program. This waiver, release and discharge shall be and operate separately in favour of all persons, corporations and bodies involved or otherwise engaged in promotion or staging the training program and the servants, agents, representatives and officers of any of them and shall so operate whether or not the loss, injury or damage is attributed to the act neglect of any or more of them.
I agree to disclose any disability, medical or other issue that may inhibit my ability to undertake the program as outlined / I know of no reason medical or otherwise that would inhibit me from participation.
I acknowledge that as part of my enrolment, I have been given the following information (in the form of the Seed Education Student Handbook) and have been given access to the Seed Education Student Portal. In particular, I have had explained to me:
- General overview of Seed Education
- Pre Course Information
- My rights and responsibilities
- Harassment and discrimination
- Complaints and Appeals
- Assessment Information
- Access to student information
- Seed Education record keeping
- Fees, charges and associated policies
- Support available
- The role of the Support Officer
- Legislative and regulatory requirements
- Continuous Improvement
- Recognition of Prior Learning
- National Recognition
- Reporting Requirements
- Code of practice and its conditions
By signing the below, I acknowledge and understand:
- The above information
- I am ready to commence study with Seed Education
- By successfully completing this qualification, I will not be eligible to receive a position subsidised by the State Government of Victoria (as part of the Victorian Training Guarantee), should I wish to study another course at this qualification level or below (with the exception of special categories, as defined by the State Government of Victoria)
- I give permission for Seed Education Pty Ltd to apply for a Unique Student Identifier (USI) on my behalf, using the information provided on this form as evidence of my identity.
- The Education and Training Reform Act 2006 requires Seed Education to collect and disclose my personal information for a number of purposes including the allocation to me of a Victorian Student Number and updating your personal information on the Victorian Student Register.
- All information provided is true and correct
This document outlines the students proposed training and study plan for CHC30212 Certificate III in Aged Care. This has been put together by Seed Education (RTO 40981) and the student listed below. Should you have any questions about this training plan, please contact Seed Education:
Phone: 1300 66 99 91
In Person (by appointment): Level 1/478 Chapel Street South Yarra, VIC 3141
CHCAC318B - Work effectively with older people
Unit of Competency Overview
This unit describes the skills and knowledge required by the worker to perform work that reflects understanding of the structure and profile of the residential aged care sector, the home and community sector and key issues facing older people in the community
This Unit of Competency is one of the fourteen units of competency that you need to be declared competent in to be issued with CHC30212 Certificate III in Aged Care.
This unit of competency is scheduled to run for XX nominal hours.
This unit of competency will be delivered face to face. All delivery and assessment is conducted by a Seed Education Remarkable Trainer who is either a full time or part time employee of Seed Education.
This unit of competency will be assessed using a number of methods including:
Question and Answer: Your Remarkable Trainer will ask you questions about your work role within the Aged Care facility and the work you undertook.
Demonstration and Observation: Your Remarkable Trainer will assess you completing tasks whilst on placement in the Aged Care facility.
Written Responses: You will submit work in a written format.
CHCCS411C - Work effectively in the community sector
This unit of competency describes the skills and knowledge required to work effectively in a community work or service delivery setting with communities, clients, carers, staff, visitors, suppliers and others to meet established work requirements.
This unit of competency is scheduled to run for 40 nominal hours.
CHCAC319A - Provide support to people living with dementia
This unit describes the knowledge and skills required to provide support to clients with dementia in a variety of settings including family homes, community day settings and residential care
This unit of competency is scheduled to run for 55 nominal hours.
HLTAP301B - Recognise healthy body systems in a health care context
This unit of competency describes the basic knowledge of anatomy and physiology required to recognise body systems and their components and to identify and refer alterations associated with the functioning of the human body in the context of health care work.
This unit of competency is scheduled to run for 70 nominal hours.
CHCPA301B - Deliver care services using a palliative approach
This unit describes the awareness, knowledge, skills and values required of a worker in contributing to the care of clients with life-limiting illness and/or normal ageing process within a palliative approach
CHCICS303A - Support individual health and emotional well being
This unit describes the knowledge and skills required by the worker to support a client’s health and emotional wellbeing.
This unit of competency is scheduled to run for 30 nominal hours.
CHCICS301B - Provide support to meet personal care needs
This unit describes the knowledge and skills required by workers within their designated role and responsibilities to support or assist a client with their personal care needs within the framework of an individualised care support plan.
This unit of competency is scheduled to run for 50 nominal hours.
CHCWHS312A - Follow safety procedures for direct care work
This unit specifies the workplace performance required by an individual involved in following work health and safety procedures for direct care work.
The unit focuses on maintaining safety of the worker, the people being supported and other community members
HLTIN301C - Comply with infection control policies and procedures
This unit of competency describes the skills and knowledge required for workers to comply with infection control policies and procedures. All procedures must be carried out in accordance with current infection control guidelines, Australian and New Zealand Standards for maintaining infection control and the policies and procedures of the organisation
This unit acknowledges the importance of complying with an effective infection control strategy that ensures the safety of the client (or end-user of health-related products/services), maintains personal protection and prevents the transmission of infections from person to person
All tasks must be carried out in accordance with State or Territory legislative requirements that affect work practices of the organisation and/or worker
This unit of competency is scheduled to run for 20 nominal hours.
CHCICS302B - Participate in the implementation of individualised plans
This unit describes the knowledge and skills required to provide support for people to sustain quality of life according to individualised plans
This unit of competency is scheduled to run for 15 nominal hours.
CHCAC317A - Support older people to maintain their independence
This unit describes the knowledge and skills required by the worker to support the older person to maintain their independence with activities of living.
CHCOHC406B - Provide or assist with oral hygiene
This unit describes the skills and knowledge required by workers to provide or assist a client with their oral hygiene needs within the framework of an individualised care support plan and within their designated role and responsibilities.
CHCCS305C - Assist clients with medication
This unit describes the knowledge and skills required by care or support workers to assist clients with medication.
The unit addresses the provision of physical assistance with medication or supporting clients with self medication in response to an assessed need identified by the client or their substitute decision-maker for assistance with medication, in accordance with the health/support/ care plan and in line with jurisdictional requirements.
It may involve distribution and administration of prescribed and over the counter medications within a residential care facility, or in a home or community setting.
CHCICS305B - Provide behaviour support in the context of individualised plans
This unit describes the knowledge and skills required to support and engage people to use positive and adaptive responses in their daily routines
This unit of competency is scheduled to run for 35 nominal hours.
CHCAC410B - Collect technical data to support client health care plan
This unit of competency describes the skills and knowledge required to collect information to support a client's health care plan using basic technical skills under delegation andsupervision of a health professional.
Written Responses: You will submit work in a written format.
This document outlines the students proposed training and study plan for CHC40108 Certificate IV in Aged Care. This has been put together by Seed Education (RTO 40981) and the student listed below. Should you have any questions about this training plan, please contact Seed Education:
By completing this training plan, the student either holds or has a pathway planned to obtain the following units of competency from CHC30212 Certificate III in Aged CARE, prior to commencing study in CHC40108 Certificate IV in Aged Care:
CHCAC318B Work effectively with older people
CHCAC319A Provide support to people living with dementia
CHCCS411B Work effectively in the community sector
CHCICS303A Support individual health and emotional well being
CHCPA301B Deliver care services using a palliative approach
HLTAP301B Recognise healthy body systems in a health care context
Does the student have a pathway planned to obtain as a minimum the following units of competency from CHC30212 Certificate III in Aged Care?:
CHCCS400C - Work within a relevant legal and ethical framework
This unit describes the knowledge and skills required to work within a legal and ethical framework that supports duty of care requirements.
This Unit of Competency is one of the fifteen units of competency that you need to be declared competent in to be issued with CHC40108 Certificate IV in Aged Care.
CHCAC412B - Provide services to older people with complex needs
This unit describes the knowledge and skills required by workers to provide services to the older person with complex or special care needs under supervision of a relevant professional.
The unit focuses on maintaining safety of the worker, the people being supported and other community members.
CHCAC416A - Facilitate support responsive to the specific nature of dementia
This unit describes the knowledge and skills required by the worker to develop and implement support plans for clients with dementia in a variety of settings including family homes, community day settings and residential care.
CHCAC417A - Implement interventions with older people at risk of falls
This unit describes the knowledge and skills required by the worker to work in partnership with older people and their carers to implement interventions in the context of an individualised plan to reduce the risk of falls.
This unit of competency is scheduled to run for 45 nominal hours.
CHCAD401D - Advocate for clients
This unit describes the knowledge and skills required by the worker to support clients to voice their opinions or needs and to ensure their rights are upheld.
CHCICS401B - Facilitate support for personal care needs
This unit describes the knowledge and skills required by workers to develop, implement and monitor support of client personal care needs through the framework of a personal care support plan.
This unit of competency is scheduled to run for 65 nominal hours.
CHCICS402B - Facilitate individualised plans
This unit describes the knowledge and skills required to develop, implement and monitor support requirements for people to sustain quality of life according to individualised plans.
HLTAP401B - Confirm physical health status
This unit of competency describes a detailed level of knowledge of anatomy and physiology required to confirm physical health status
This unit of competency is scheduled to run for 90 nominal hours.
CHCICS403A - Conduct individual assessment
This unit describes the knowledge and skills required by the worker to conduct an appropriate service specific individual assessment as a basis for providing support within the context of aged care, home and community care or disability services work.
CHCPA402B - Plan for and provide care services using a palliative approach
This unit describes the knowledge and skills required of a worker in contributing to the development, implementation, evaluation and communication of a care plan for clients with life-limiting illness and/or normal ageing process in a team environment using a palliative approach.
CHCCS424B - Administer and monitor medications
This unit describes the knowledge and skills required to responsibly administer and monitor prescribed medications to a person with stable health conditions in a range of settings under delegation from a health professional in accordance with legislation and the organisation's medication and delegation policies and practice
This unit is available only as part of a qualification at Certificate IV level and above or as part of the High support and complex care skill set which is available to those holding a Certificate IV qualification
This unit of competency is scheduled to run for 60 nominal hours.
CHCINF403E - Coordinate information systems
This unit describes the knowledge and skills required to coordinate all aspects of information management including collection, collation, storage and preparation of information in different formats depending on client needs.
This unit of competency is scheduled to run for 75 nominal hours.
CHCNET404B - Facilitate links with other services
This unit describes the knowledge and skills required to liaise and facilitate linkages between community services including specialist and generalist services in the community to ensure support of people in need.
CHCORG406C - Supervise work
This unit describes the skills and knowledge required of a worker with responsibility for supervising the work of workers who are part of a team/workgroup or working alone.
It includes induction of new staff, planning work, monitoring performance and supporting workers to manage their workload.
Language, literacy and numeracy skills are critical to almost all areas of work. This is particularly true in the Aged Care sector where language, literacy and numeracy skills influence your performance of workplace tasks such as, comprehending written work instructions. The increasing importance of employability skills such as communication and problem solving in the workplace highlights the need for Seed Education to ensure you have adequate language, literacy and numeracy skills.
To support this Seed Education will:
- Assess your language, literacy and numeracy skills during your enrolment to ensure you have adequate skills to complete the course you are enrolling in;
- Support you during your study journey with training and assessment materials and strategies that are easily understood and suitable to the level of the workplace skills being delivered;
- Provide clear information to you about the detail of the language, literacy and numeracy assistance available;
- If necessary, refer you to external language, literacy and numeracy support services that are beyond the support available within Seed Education; and
- Negotiate an extension of time to complete training programs if necessary.
We need you to complete the questions below, so we can determine any assistance that we can offer
Select the correct word that is missing from the sentence.
As a Worker in the community service sector, you must be able to read and write reports accurately. Spelling, grammar and comprehension are therefore important skills to have in this occupation.
Complete the following questions:
Select the most appropriate word to replace the word that is in brackets.
Select the correct word
Read the case study below and answer the questions that follow.
A home and Community Assessor is at Mrs. Sangi's home to assess her need for personal care assistance. Mrs. Sangi is 80 years old. Both Mrs. Sangi and her daughter Sunita are present at the assessment. The assessor watches Mrs. Sangi lie down on the bed and then get up again. She does this quite well and safey, but it is safest if someone holds her wheeled walking frame in place for her.
The assessor talks to Mrs. Sangi about getting undressed. She says she has difficulty lifting her arms over her head and often cannot get her nightgown off easily. She can use her frame to walk to the bathroom but needs assistance to get the water temperature correct, to step into the shower and she also needs reminding to hold the rails inside the shower.
There is a stool in the shower for her to sit on. She cannot raise her arms to wash her hair properly, but she can wash the rest of her body independently.
Once she has finished showering, she needs supervision when stepping out of the shower and also needs the bathroom chair in place. The bathroom chair should have one towel draped over the seat and another over the back. She cannot reach to dry her feet properly and cannot dry her hair. Once she is dry, she uses the frame to return to the bedroom and can dress independently if her clothes are laid out on the bed. She needs help to blow-dry and brush her hair. She occasionally needs help to do up zips and buttons that are high on the back, or to do up a necklace.
Aged Care Workers can work in a variety of settings as a:
- Personal Care Workers in an aged care facility; and a
- Home and Community Care Workers in the community in either:
- A day setting where the elderly come to a facility or Centre for a day of activities such as crafts and social activities; or
- An `in-home' setting where the elderly are assisted in their own home with their daily living activities such as showering, dressing and with medications.
In these settings, you will be required to work with people who may have communication issues and may be suffering from dementia. The way that you communicate with these people will be important to maintain their dignity, allow them to remain independent and to provide them with the care that they need without upsetting and confusing them.
The role of an Aged Care Worker can be very demanding and therefore in addition to providing the best care possible, you will also need to protect your own health and wellbeing. Aged Care Workers can run high risk of back injuries. The greatest risk of back injury is when you are lifting, carrying and lowering things.
Ways to stop injuries when lifting include:
- Use equipment such as a hoist or trolley designed to carry a person or equipment like wheel chair when residents have to be moved long distance;
- Lift only as a last resort - the best is NO lifting;
- Plan the move - think about how you will move a person before you do;
- Bend your knees;
- Keep the object close to your body;
- Work with a partner;
- Lift in small stages - for example floor to chair, then to table;
- Wear appropriate clothing and shoes;
- If you are not sure how to lift any load ask your supervisor;
Thinking about this information, please read the following scenarios and answer the associated question.
You are working in an aged care facility, assisting in the care of several residents, including Mrs Hernandes. While you are in the activities room Mrs Hernandez asks you to help her out of her chair so she can go back to her room. She is insistent that she wants to leave the room immediately. All other carers in your area are busy.
Mrs Hernandez weighs 70kgs and you weigh 55kgs, so if you do help her, the lifting will involve a high degree of strain on you. You realize that if you decide to help Mrs Hernandez on your own there is a risk that you will hurt your back and also that Mrs Smith may fall and incur an injury.
Mrs. Spinoza has recently been admitted into the Aged Care facility where you work. Her Care Plan sets out the detail of her personal and medical history, and how any issues will be managed. You notice that Mrs. Spinoza's Care Plan states that she is Italian and that she speak few words of English
From your contact with Mrs. Spinoza you realize that she has few visitors, and that communication is very difficult between her and the staff providing care.
Mrs. Spinoza rarely leaves her room to mix with the other residents, and when she does she does not talk with anyone. You often see her crying, and she can get aggressive when you try to assist her with personal care (showering, dressing and toileting).
From your observations she seems isolated, confused, scared and lonely in her new environment. You provide this feedback to your supervisor and other carers agree with your thoughts. Together with your supervisor you organize a visit by an Italian interpreter that the facility has access to. From the discussion held through the interpreter you are able to reassure Mrs. Spinoza that the carers are there to support her everyday needs, and that she has access to various activities at the facility.
You also agree on the use of several simple picture to help communicate when daily activities such as meal times and therapy activities are happening. You also explain the use of a weekly `calendar of event and activities' that the facility provides resident. You discover that Mrs. Spinoza's favourite pastime is indoor bowls, and you talk about how to read those words on the calendar so that she can attend that activity.
You also start to learn from Mrs. Spinoza and interpret some simple phrase of welcome in Italian that will help Mrs. Spinoza feel more at ease in the facility.
Mr. and Mrs. Brown are under your care and you visit them once a week in their home to assist Mrs. Brown care for her husband. He is suffering from mild dementia and you know from reading Mr. Brown's Care Plan that he has troube remembering names, appointments and events such as birthdays.
To help in this situation, every time you visit Mr. Brown you make sure that you introduce yourself and mention the purpose of your visit. You also wear a nametag with your picture and information on the organization you represent.
During a visit Mrs. Brown mentions that she is frustrated by Mr. Brown's inability to remember things. You discuss some strategies that may assist the Brown's daily organization, such as leaving a list of things to do on the fridge and circling important dates on a large calendar. You also offer Mrs. Brown support and encouragement to remain patient in her role as a carer.
Convert the following:
Select the best estimate of the answer for the following:
Write as a number:
Calculate the following:
You arrive at work at 8.30 a.m. and leave at 4.15 p.m. How long have you been at work? Write your answer in number of hours and number of minutes.
You have been asked by nursing staff to monitor the fluid intake of an elderly resident. What is the total fluid intake if the individual consumes the following fluid throughout the day? Provide your answer in liters.
200ml of tea in the morning
250ml of milk on a bowl of ceral
300ml of water
240ml of soup
200ml of tea for afternoon tea
200ml of beer
150ml of orange juice
WHAT IS A LEARNING STYLE?
Learning styles are simply different approaches or ways of learning
WHAT ARE THE TYPES OF LEARNING STYLES?
Learn through seeing... These learners need to see the teacher’s body language and facial expression to fully understand the content of a lesson. They tend to prefer sitting at the front of the classroom to avoid visual obstructions (e.g. people’s heads). They may think in pictures and learn best from visual displays including: diagrams, illustrated textbooks, overhead transparencies, videos, flipcharts and handouts. During a lecture or classroom discussion, visual learners of prefer to take detailed notes to absorb the information.
Learn through listening... They learn best through verbal lectures, discussions, talking things through and listening to what others have to say. Auditory learners interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other nuances. Written information may have little meaning until it is heard. These learners often benefit from reading text aloud and using a tape recorder.
TACTILE or KINAESTHETIC LEARNERS
Learn through moving, doing and touching... Tactile or Kinaesthetic learners learn best through a hands-on approach, actively exploring the physical world around them. They may find it hard to sit still for long periods and may become distracted by their need for activity and exploration
The student’s performance of the test against the performance indicators has been assessed and based on the results obtained, the student:
We need you to complete the questions below, so we can determine any assistance that we can offer you.
Section One – Oral communication and learning
You are the Manager of Special Projects at an Aged Care Facility. You have a Project Manager reporting to you
A project that you allocated to the Project Manager looks like it’s not going to be completed by the deadline. The project manager takes actions to try to put it back on track. Later that week she calls a project meeting of all supervisors and key players to create a strategy to keep the project running on schedule.
The week after the project meeting she is going to have a meeting with you. You have a concern that the project is not going to be completed. You’re not clear what strategy she put in place with all the supervisors and key players.
In terms of definition, ‘prevention’ usually refers to activities aimed at stopping a problem from commencing. ‘Early intervention’ relates to activities targeted at problems that are already evident with the aim of stopping their further development as early as possible. The distinction between the two terms is relevant to the stage of problem development, rather than age of the person or length of time the person has been known to a particular facility.
Within the aged care sector, ‘prevention’ is also used to refer to activities which aim to avoid the need for more intrusive or intensive interventions - for example, providing supervised activities for the elderly as a diversion from risk taking behaviour.
These activities can be undertaken with elderly people already experiencing significant issues in other areas of their life (i.e. those which have not been prevented), or in anticipation of issues that they may be at future risk of developing (i.e. those which may still be prevented, such as falls or infections). Identifying and responding to risk factors is intended as an early intervention strategy to inhibit future problem development.
The annual Australian Community Sector Survey (ACSS) of community services across Australia has reported a number of key findings. One of the focuses of this survey is the extent to which the GFC (Global Financial Crisis) has impacted the community sector and the people who access the services offered by community organisations. One of the key findings of the report is as follows:
‘Despite areas of increased spending to assist those worst affected by the GFC (Global Financial Crisis), community welfare organisations struggled to meet the increased demand for assistance experienced during and after the crisis. Welfare agencies reported increased demand for services across the board, with emergency relief providers noting a marked increase in the numbers of people requesting assistance for the first time, including employed people on low fixed incomes and those struggling to meet mortgage repayments and other housing costs’.
Alongside the increase in the client numbers seeking services, there was also an increase in the complexity of client needs.
As more complex needs typically require more time and resource-intensive services, this may have contributed to fewer clients being serviced, while at the same time resulting in a heightening of demand and increased number of people being turned away. This placed added stress on organisations, and underscores the need for government programs and policies (including funding models) that better support holistic service delivery and coordination.
As a result of people being turned away, many people are unable to access essential social assistance or support – a situation which ultimately risks reinforcing and compounding the extent and complexity of social disadvantages
The annual Australian Community Sector Survey (ACSS) of community services across Australia was conducted throughout November/December 2010 and covers the period from 1 July 2009–30 June 2010. A total of 745 agencies completed the survey, responding on issues relating to service provision, income and expenditure, operational, policy, and workforce issues for the community services sector.
The data in this chart represents the number of survey returns by state and territories. Using the data in the pie chart, answer the questions below.