CERTIFICATE IV IN AGEING SUPPORT (CHC43015)

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certificate iv in aged care 2018-03-15T10:24:46+00:00

The Certificate IV in Ageing Support (CHC43015) is designed to be undertaken by all staff members looking to continue building their skills and unlock key values and beliefs that are key to working within the aged care sector.

This qualification reflects the role of support workers who complete specialised tasks and functions in aged services either in residential, home or community-based environments.

Workers will take responsibility for their own outputs within defined organisation guidelines and maintain quality service delivery through the development, facilitation and review of individualised service planning and delivery.

Workers may be required to demonstrate leadership and have limited responsibility for the organisation and the quantity and quality of outputs of others within limited parameters.

Existing workers will already have a basic understanding of underlying principles and practices within the aged care industry and will be looking to grow their current skills and expand their skill portfolio.

Foundation skills are required for competency in this qualification and have been embedded within our program. Students will need to have basic computer literacy skills to be able to access some learning materials and to complete parts of their assessment tasks.

  • DURATION: 16 Sessions over 12 months
  • COURSE FEES: This course may be funded by the state and Commonwealth governments. Accessing funding may impact your future access to funding. To see a full breakdown of course fees, please click here.
  • Government Funded:$0
  • Not Government Funded:$4,500.00 tuition fee

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Unlock the values and beliefs that develop when you have a deeper understanding of what it means to be a holistic practitioner.

This course is primarily delivered face-to-face with workplace-based projects, workplace-based reflective activities and observations included. This method has been chosen as the cohort are existing workers in residential aged care settings.

The variety of activities has been designed to meet the typical learning needs of the cohort in relation to computer  literacy, language and numeracy. The methods used recognise that existing workers seeking to obtain both Certificate IV qualifications need to be suitably challenged to develop specialist skills and knowledge in ageing support and leisure and health.

The key learning areas within the course are:

COORDINATING SERVICES

Students provide a reflection report regarding their efforts to apply the principles and practices of service coordination under the direction of an experienced staff member. This includes supporting an older person to prioritise their needs as outlined in their care plan while working collaboratively with family/carers and other health professionals.

POLICY AND PARTNERSHIP DEVELOPMENT

Throughout the course, students explore the nature of collaboration in face-to-face sessions and, how professional networks and partnerships can benefit the organisation and older people in residential facilities. To gain practical experience, students engage in a simulated activity to develop a partnership with an external service provider that could expand the scope of services and resources available to older people within the facility.

REFLECTIVE PRACTICE & LEARNING TRANSFER

There is a strong expectation in the contemporary community services industry that workers develop reflective skills and practices. We recognise that reflective practitioners are more resilient, dynamic and robust in their approach to working with clients. As such, reflective practice activities and assessments are threaded throughout the course to provide each learner with a variety of different opportunities to develop strong reflective capabilities.

Learning transfer describes the percentage of new knowledge that an individual learner transfers into their everyday work so it becomes habitual practice. Each learner is therefore required to establish a learning transfer action plan to support their goal-oriented learning journey which is underpinned by reflective activities.

STORIES OF PRACTICE

Students are required to reflect on work they are completing in relation to interpersonal skills, empowerment and person centred care approaches to supporting people with dementia. This is achieved through stories of practice which are constructed over several months. A part of the story of practice also involves the student setting goals in relation to improving their work practice. A story of practice is a detailed account of a piece of work that can include some or all of the following:

  • An outline of the piece of work.
  • A description of the skills the worker used.
  • A description of the attitude the worker displayed while performing the task.
  • The knowledge that was used to help the person perform the task.
  • An explanation of the approach the worker used to perform the task (i.e. person centred care).
  • The strengths displayed by the worker and any challenges encountered.
  • How any challenges were overcome
  • Description of attempts to try new skills and the outcomes that were achieved.
  • The things the worker learnt from the experience.
  • Feedback from other people involved.
  • The things the worker would do differently next time and the things the worker would do again.

PROGRAM DESIGN, DEVELOPMENT, DELIVERY AND EVALUATION

Students will design and develop a leisure and health program for individuals and groups within a hypothetical aged care facility. This includes researching and recommending a minimum of 15 different types of activities that meet the needs and preferences of individuals and groups. Students are also required to develop an evaluation framework for the program using best practice approaches. Students get to test their skills through the completion of 120 hours of work experience in the facility’s leisure and health program under supervision. The 120 hours are completed progressively throughout the duration of the course.

After completion of this dual qualification your employees will have a deeper understanding of quality service delivery frameworks and leisure and health program development frameworks. Skills your employees will gain from this course include:

  • Design, develop, deliver and evaluate leisure and health programs
  • Responsible for implementing aged care programs
  • Provide personal support and care
  • Provide specific support in relation to dementia
  • Communicate with clients and colleagues
  • Person Centred Care
  • Approaches to providing care to clients with dementia
  • Understanding of legislative standards
  • Cultural competence
  • Technological skills
  • Professional Practice and Professional Practice Frameworks
  • Designing programs to meet individual and group needs

We are more than a training company, we are here to be a part of your company and meet your needs. Our experienced trainers are from your industry and know what you need for success, which is why we provide graduates with:

  • On-floor practical workplace practice and projects
  • Continuous trainer support and observations during practice
  • Access to current program development templates and case studies
  • Ability to add Assist Clients with Medication (HLTHPS006) unit to the qualification. This will add 3 extra sessions to the program.

To ensure your employees’ success throughout the course we need a commitment from you.

We believe that when there is harmony and understanding between all parties and an open communication environment, it breeds good culture.

For a successful experience with this course your employees will need to have:

  • Access to policies
  • Access to care plans
  • Access to care plan templates
  • Access to assessment tools
  • Support for students to work alongside an experienced staff member to coordinate service delivery and complete risk assessments
  • Provide opportunities for staff to complete 120 hours leisure and health work experience throughout the duration of the course
  • Support for students to work alongside an experienced staff member to work collaboratively with families and/or carers
  • Support for students’ learning by providing third party reports that highlight strengths and areas for improvement

UNLOCK CORE BELIEFS THAT COMMUNITY SERVICE WORK IS MORE THAN A JOB, IT’S A WAY OF LIFE.

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