Qualification details

Transcription

1 Outcome Statement Qualification details Title New Zealand Certificate in Acute Health Care Support (Level 4) Version 1 Qualification type Certificate Level NZSCED Society and Culture > Human Welfare Studies and Services > Community Client Care DAS classification 453 Community and Social Services > Health, Disability, and Aged Support Qualification developer Next review Approval date Strategic purpose statement Careerforce 3 Years Dd Mmmm YYYY The purpose of this qualification is to provide the health sector with workers who can deliver specific client-centred care in acute settings. Graduate profile Graduates of this qualification will be able to: - Know how wellbeing and people s mental, emotional, physical, socio-economic, cultural and spiritual needs are supported by the broad range of theories and models used by social, disability and health services. - Understand the holistic needs of people accessing health, disability, social and Whānau Ora services, your role and those of others in the wider sector involved in supporting a person and/or family/whānau. - Understand the importance of identity and whānau for Māori and provide culturally safe support when working with Māori. - Provide services to people and their family/whānau in ways that respect their cultural identity. - Understand suicide risk factors and know when and how to have courageous conversations, and how to respond appropriate to role. - Operate ethically, reflect on self and practice, and know how to keep themselves and others safe. - Work collaboratively, build and maintain positive relationships with individuals, family/whānau, wider support teams and if appropriate, the community and communicate effectively in oral, written and electronic mediums relevant to the interdisciplinary care or support team. - Understand the normal structure and function of body systems, and the impact of common health issues on function when supporting a complex patient in an acute hospital setting. Qualification Reference XXXX Page 1 of 14

2 - Support nursing management of complex patients in an acute care context by observing, recording, reporting and responding to changes appropriately. - Support nursing management of a complex patient by recording and reporting clinical observations accurately. - Understand the key elements of care when supporting someone with a long term condition in accordance with role. - Understand health and safety, and infection control and apply relevant procedures in an acute environment. - Work under direction and supervision as part of the clinical team and contribute to the effective and efficient management of the clinical environment. - Use a person-centred approach to proactively support a person with dementia including during advanced stages of dementia. - Understand palliative care and your role when supporting a person who has a life limiting condition or when death is imminent. Education pathway Employment pathway This qualification provides a possible pathway from the New Zealand Certificate in Health and Wellbeing (with strands in Acute Health Care Support, Aged Residential Support, Disability Support, Home-based Support, and Therapy Assistance) (Level 3). This qualification could also be for a new learner wanting to work an acute health or aged residential care setting. Graduates may progress to one or more higher level qualification in the health, aged residential care, or any other related sector e.g. - New Zealand Certificate in Health and Disability Coordination (with strands in Client Support Services, Needs Assessment and Primary Practice) (Level 5) - National Diploma in Enrolled Nursing (Level 5). Graduates of this qualification may obtain employment as a senior health care assistant in a hospital or aged residential care facility. Qualification Reference XXXX Page 2 of 14

3 Qualification specifications Qualification award Arrangements for managing consistency Credit transfer and recognition of prior learning arrangements Minimum standard of achievement and standards for grade endorsements Entry requirements (including prerequisites to meet regulatory body or legislative requirements) Qualification conditions Overarching conditions relating to the qualification for programme structure for programme context There is an expectation that programmes leading to this qualification will include a minimum of 300 hours of work experience. The applied assessments may not be achieved in a simulated environment. Other conditions - It is expected that language, literacy and numeracy skills development activities to support learner achievement will be embedded in programme resources and delivery methods. - It is also expected that academic literacy will be embedded, with opportunities to explore career aspirations and expectations leading to making informed, confident choices about progressing to higher levels of study/work and learning how to learn. - The content in the programme of study must meet any current contractual requirements for the strand. Qualification Reference XXXX Page 3 of 14

4 Specific conditions relating to the Graduate profile 1 Know how wellbeing and people s mental, emotional, physical, socio-economic, cultural and spiritual needs are supported by the broad range of theories and models used by social, disability and health services Knowledge of wellbeing includes being able to describe the factors which contribute to and detract from wellbeing and a healthy lifestyle. - Knowledge should be applied to the context within which people live their lives including their family/whānau, community and cultural context. - Understanding includes own cultural identity, the impact of different cultures on needs and how to respond to other linguistic and cultural needs. - Compare the attributes of current and emerging models and services relevant to the people being supported, for example Enabling Good Lives, health promotion, medical, peer support, person-centred, recovery, restoration, rehabilitation, strengths-based, Te Whare Tapa Whā, Te Wheke. - Understanding includes how this knowledge impacts on a role and changes how the worker engages with individuals or family/whānau and the work team. Qualification Reference XXXX Page 4 of 14

5 2 Understand the holistic needs of people accessing health, disability, social and Whānau Ora services, your role and those of others in the wider sector involved in supporting a person and/or family/whānau Understanding the holistic needs includes having a basic understanding of the needs and impacts related to: addiction, aging, autism, chronic conditions, education, housing, intellectual and physical disability, justice, mental health, primary, secondary and tertiary health care, social services and Whānau Ora; and includes contemporary issues of national significance in disability, health, social services and Whānau Ora. - Roles involved in supporting a person and/or family/whānau may include for example, community workers, family carers, health professionals, informal carers, interdisciplinary teams, peer support, social workers and volunteers. - Have an understanding of the social, cultural and economic determinants of health in New Zealand and current government strategies, health, welfare and social targets, government policies and legislation relevant to role. - Understand how to recognise vulnerability which includes for example: abuse, neglect, physical frailty, trauma, health status/risk, inequity and situations where there are power imbalances in relationships between people and know how to respond appropriately in the context of role. - Knowledge of how people access advocacy services. Qualification Reference XXXX Page 5 of 14

6 3 Understand the importance of identity and whānau for Māori and provide culturally safe support when working with Māori. 4 Provide services to people and their family/whānau in ways that respect their cultural identity. 5 Understand suicide risk factors and know when and how to have courageous conversations, and how to respond appropriate to role. 3 Includes: - Awareness of the 1835 Declaration of Independence, the 1840 Treaty of Waitangi principles, and of self in relation to bicultural partnership and a multicultural society. - Ways of respecting a range of tikanga that protects the cultural safety of clients, self and others within own organisation. - Knowledge of Māori models of health and wellbeing in own work context e.g. Te Whare Tapa Wha, He Pataka Uara, Te Wheke. - Knowledge of the development of Māori health and wellbeing and consider current Māori health and wellbeing inequalities from 1941 to current day and its impact on own role. 5 Have awareness of own cultural identity and the cultural diversity of individuals, family/whānau or communities within which they work. 3 - Have a general awareness of the key facts about suicide, the causes, the warning signs, key risk factors, the myths, and populations or cultures where it may be more prevalent. - Understand ethical and privacy responsibilities in context of role. - Know when to have courageous conversations about suicide and how to ask person appropriate difficult questions. - Know what help is available in the community, who to ask or involve and where, when and how to refer. Qualification Reference XXXX Page 6 of 14

7 6 Operate ethically, reflect on self and practice, and know how to keep themselves and others safe. 7 Work collaboratively, build and maintain positive relationships with individuals, family/ whānau, wider support teams and if appropriate, the community and communicate effectively in oral, written and electronic mediums relevant to the interdisciplinary care or support team. 4 - Operate ethically means working within current relevant codes, for example the Health and Disability Commissioner Consumer Code of Rights. 10 Includes: - Keeping themselves and others safe means being accountable, working within the boundaries of their role, taking action in response to client safety issues, and relevant legislation, for example the Health and Safety Act. - Must include reflecting on practice and critical thinking skills. - Verbal and non-verbal communication. - Active listening skills. - Translating frequently used terms and acronyms into audience appropriate language. - Supporting understanding and use of new technologies e.g. assistive technologies, apps, robotics. - Adapting own behaviour and communication styles. - Basic report writing. - Using electronic mediums. - Interpersonal skills - Interacting, engaging and communicating effectively and positively with team members and clients of all ages including those with English as a second language. Qualification Reference XXXX Page 7 of 14

8 8 Understand the normal structure and function of body systems, and the impact of common health issues on function when supporting a complex patient in an acute hospital setting. 9 Support nursing management of complex patients in an acute care context by observing, recording, reporting and responding to changes appropriately. 10 Must include: - obesity - nutrition and hydration - diabetes - skin integrity - respiratory disorders - physical trauma including surgery - depression - disability - principles of managing pain - causes and management of confusion - bladder and bowel management - care of the deceased 20 Acute condition change includes for example delirium versus dementia. Includes but is not restricted to having a basic understanding of: - Stroke - Parkinson s Disease - Stoma care - Multiple Sclerosis & other neuromuscular conditions - Cardiovascular conditions Includes but is not restricted to having a basic understanding of and supporting patients experiencing: - Common chronic medical conditions - Diagnostic tests and procedures - Surgical intervention Qualification Reference XXXX Page 8 of 14

9 10 Support nursing management of a complex patient by recording and reporting clinical observations accurately. 11 Understand the key elements of care when supporting someone with a long term condition in accordance with role. 12 Understand health and safety and infection control and apply relevant procedures in an acute environment. 5 Includes having a functional understanding of at least each of the following and the normal and abnormal ranges of: - Fluid Balance - Systolic and diastolic blood pressure - Blood glucose - Temperature - O2 status pulse oximetry - Heart rate - Weight management - Special observations indicated by acute conditions 2 Long term conditions include for example arthritis, asthma, cancer, COPD, cardio vascular disease and diabetes For example if supporting asthma and/or COPD the following skills and knowledge should be covered: 8 Includes: - Understanding the difference between asthma and COPD. - Supporting daily selfmanagement including medication. - Energy conservation and minimising respiratory stress. - Understanding first response role in an emergency. - Prevention of injury in an acute care setting including prevention of fall risks. - Infection control and principles of asepsis. - Maintaining a safe environment for patients, visitors and colleagues. - Initiating emergency procedures, for example in situations of cardiac arrest. Qualification Reference XXXX Page 9 of 14

10 13 Work under direction and supervision as part of the clinical team and contribute to the effective and efficient management of the clinical environment. 10 Report to a registered nurse at all times. Effective and efficient management includes for example: - Safely using equipment. - Safe manual handling. - Stores/equipment management and fault reporting. - Incident reporting. - Processes common to an acute care setting. Qualification Reference XXXX Page 10 of 14

11 14 Use a person-centred approach to proactively support a person with dementia including during advanced stages of dementia. 12 Includes: - Understanding cognitive and/or behavioural change an older person may exhibit with a normal aging brain and a brain affected by dementia. - Recognising and responding appropriately to the person s physical, emotional, spiritual, social, environmental and safety needs including using communication that is positive, individualised approach, not challenging, honouring strength, and supporting active participation. - Supports provided are consistent with contemporary approaches and contracted requirements, for example restorative support. - Understanding changing needs as dementia advances: - Cognition and behaviour. - Physical e.g. mobility, nutrition, recognising pain. - Emotional e.g. stimulation. - Social e.g. participation. - Safety e.g. susceptibility to infection. - Confidently dealing with: - Ethical issues. - Safety versus choice - Communication challenges. - Behaviours that challenge. - Changing expectations and views. - Consistency with contemporary approaches and contracted requirements, for example restorative support. Qualification Reference XXXX Page 11 of 14

12 - Displaying effective communication and a personcentred approach with the client s family/whānau or friends, and professional colleagues. - Advocating for a person or family/whānau when appropriate. - Understanding the impact of dementia, loss and grief on family/whānau, friends, work colleagues and self and developing coping strategies. - Reflection on attitudes and practice and identifying alternative responses. Qualification Reference XXXX Page 12 of 14

13 15 Understand palliative care and your role when supporting a person who has a life limiting condition or when death is imminent. 8 - Understand the philosophy of palliative care and total suffering model and how it relates to other models of support for example Te Whare Tapa Whā and person centred care. - Understand ethical responsibilities including allowing natural death and the use of drugs. - Understand the changes and complexity of symptoms that may develop and present at end of life including pain management, nausea, constipation, fluids, nutrition. - Understand role in team and the importance of taking and interest in the person and getting help early. - Understand the courageous and difficult conversations about death and dying and end of life that may occur in role and be able to have initial conversations, including spirituality, family questioning why things aren t happening, etc. - Understand the effects of loss and grief when supporting the client and/or family/whānau. - Be aware of role in post death support including supporting family/whānau and work colleagues through loss and grief. - Recognise the impact on self and reflect on practice and identify alternative responses. Qualification Reference XXXX Page 13 of 14

14 Transition information Replacement information This qualification replaces the following qualifications: - Certificate in Health Care Assistant (Level 4) [Ref: ] - Certificate in Health Care Assistant (Level 5) [Ref: ] - MIT Certificate for Health Support Assistants (Level 4) [Ref: MN4416] - Certificate in Community Support Services (Care for the Older Person) (Level 4) [Ref: NE4672] (Write any additional transition information here or delete the row) Qualification Reference XXXX Page 14 of 14