Aged Care. a guide for aged care workers SAMPLE. Study Guide 3RD EDITION
|
|
- Denis Briggs
- 5 years ago
- Views:
Transcription
1 Aged Care in Australia a guide for aged care workers Study Guide 3RD EDITION Training and Education Support, Industry Skills Unit, Meadowbank Department of Education and Communities
2 ACKNOWLEDGEMENTS This study guide builds on the combined support and efforts of many people who were involved in the development of the second edition of the textbook, Aged Care in Australia: a guide for aged care workers. To those people who generously allowed us to include their photos and stories, we are especially grateful. Project manager and editor Gail Horwood Education Programs Manager, TAFE NSW Writers Anthony Rogers, Head Teacher, TAFE NSW Susan Barrett, Teacher, TAFE NSW Contributing reviewers/writers Mary Ann Swanson Katrina Bryan Janice Loftus Jeanette McGuiggan Jane Chamberlain Jane Elliott Kylie Brennan Wendy Reilly Robyn Ringwood Wendy Howe Helen Underwood Annie Bracken Monica Hourmozi Kerry Barlow Illustrations Julie Hulsman Creative Hitch Cover design and desktop publishing Monique Dovey and Betty Cheung Publisher: TAFE NSW - Training and Education Support, Industry Skills Unit, Meadowbank. Printed by: Ligare Pty Ltd, 138 Bonds Road Riverwood NSW 2210 Available from: ISBN: TAFE NSW (Training and Education Support, Industry Skills Unit Meadowbank) Reprinted Copyright of this material is reserved to TAFE NSW Training and Education Support, Industry Skills Unit Meadowbank. Reproduction or transmittal in whole or in part, subject to the provisions of the Copyright Act, is prohibited without the written authority of TAFE NSW Training and Education Support, Industry Skills Unit Meadowbank. In compiling the information contained in this publication the Training and Education Support, Industry Skills Unit, Meadowbank has used reasonable endeavours to ensure that material contained therein is provided in good faith without any express or implied warranty and: was accurate at the time it was developed was not in infringement of any third party copyright was intended for education and training purposes only. To the extent permitted by law, the Department of Education and Communities (DEC) and the NSW Commission of TAFE (TAFE NSW) and its employees, agents and consultants exclude all liability for any loss or damage (including indirect, special or consequential loss or damage) arising from the use of, or reliance on the information contained herein whether or not caused by any negligent act or omission. If any law prohibits the exclusion of such liability, DEC and TAFE NSW limit their liability to the extent permitted by law, for the re-supply of the information. TES ISU Product Code 5422
3 INTRODUCTION iii TABLE OF CONTENTS Note to assist the trainer, assessor or workplace supervisor iv Introduction iv Aim v Tips to assist you v How to write your answers vi Section 1 CHCCS411C Work effectively in the community sector Section 2 CHCAC318B Work effectively with older people Section 3 HLTHIR403C Work effectively with culturally diverse clients and co-workers Section 4 CHCWHS312A Follow WHS safety procedures for direct care work Section 5 HLTAP301B Recognise healthy body systems in a health care context Section 6 CHCICS302B Participate in the implementation of individualised plans Section 7 CHCICS303A Support individual health and emotional well being Section 8 CHCAC317A Support older people to maintain their independence Section 9 CHCICS301B Provide support to meet personal care needs Section 10 CHCAC319A Provide support to people living with dementia Section 11 CHCCS305C Assist clients with medication Section 12 CHCPA301B Deliver care services using a palliative approach Model answers
4 iv STUDY GUIDE NOTE TO ASSIST THE TRAINER, ASSESSOR OR WORKPLACE SUPERVISOR The purpose of the study guide is to assist participants with their learning through activities and reflection, in conjunction with facilitation from trainers, assessors and workplace supervisors. It has not been designed to act as an assessment tool but it could be used as partial summative assessment evidence. For activities that require reflection on personal thoughts, feelings or belief it is recommended that trainers, assessors or workplace supervisors advise participants that they may choose whether or not to record their responses. Responses may be found not only in the textbook, Aged care in Australia: a guide for aged care workers, second edition, but also in the glossary and via the internet. Participants are advised to access websites for current information on aged care developments. Some of these websites can be found in the textbook and within the study guide. It is recommended that you check these periodically for currency. You may wish to provide supplementary sites. Participants with a learning disability may benefit from clustering of information, colour highlighting, use of icons or the removal of a section at a time from the study guide. INTRODUCTION PURPOSE STATEMENT Welcome to the study guide for the third edition of Aged Care in Australia: a guide for aged care workers. This study guide has been developed to support you if you are undertaking the CHC30212 Certificate III in Aged Care. The activities in this guide have been aligned to the units of competency for this qualification. Each section provides a variety of activities that are related to the chapters in the second edition of the textbook, Aged Care in Australia: a guide for aged care workers. The study guide activities in each of the sections relate to the following units of competency: CHCCS411C CHCAC318B HLTHIR403C CHCWHS312A HLTAP301B CHCICS302B CHCICS303A CHCAC317A CHCICS301B CHCAC319A CHCCS305C CHCPA301B Work effectively in the community sector Work effectively with older people Work effectively with culturally diverse clients and co-workers Follow WHS safety procedures for direct care work Recognise healthy body systems in a health care context Participate in the implementation of individualised plans Support individual health and emotional well being Support older people to maintain their independence Provide support to meet personal care needs Provide support to people living with dementia Assist clients with medication Deliver care services using a palliative approach.
5 INTRODUCTION v AIM The aim of the study guide is to support you: prior to enrolling in the Certificate III in Aged Care during the course through completing activities for each unit of competency in reviewing and evaluating your learning as a form of self assessment. The study guide has model answers for some of the activities so that you can assess your progress. However, there are some activities that will not have model answers but require you to access information to support your learning. It is important that you are aware that completion of this study guide does not automatically entitle you to receive a qualification or a statement of completion of the unit of competency. TIPS TO ASSIST YOU The following tips will assist you when working through the sections in the study guide. Ensure that you have a current copy of the second edition of the TAFE NSW textbook, Aged Care in Australia: a guide for aged care workers. Check at the beginning of each section of the study guide which chapter or chapters in the textbook that you need to refer to in order to access information to complete the activities. Internet access may also provide you with additional information where websites are identified as part of the activity. Refer to the index and/or glossary at the back of the textbook for locating and defining key terms. Use the model answers to assess your progress. Talk to your trainer, assessor or workplace supervisor if you need any assistance. You may prefer to work in small groups with other class or work colleagues, if this is appropriate. Check with your trainer, assessor or workplace supervisor.
6 vi STUDY GUIDE HOW TO WRITE YOUR ANSWERS For those who are new to studying or who are studying via distance modes of learning it can be difficult to work out how to respond appropriately to the activities. The following pages provide you with some general principles and examples of how to respond to the activities in this study guide. All activities use words such as list, name, outline, describe, define, explain. These words indicate how to structure your response. LIST Your answer should be a simple list. Use bullet points if you like. There is no need to explain or describe any of the points in detail. Example: List the major functions of the skin. Satisfactory answer - protects the body from infections - helps regulate skin temperature - protects organs from injury - enables sensations, for example touch - helps with the formation of Vitamin D - helps regulate fluid balance NAME Your answer should be a single name or list of names. Example: Name the layers of the skin. Satisfactory answer - epidermis - dermis - subcutaneous Unsatisfactory answer The skin covers the body and is the body s largest organ. The skin is made up of three layers; the epidermis, the dermis and the subcutaneous layer. (This example is incorrect as it has provided a brief description of the skin but has failed to list the functions of the skin.) Unsatisfactory answer The epidermis (This example is only partially correct as not all layers of the skin have been named.) OUTLINE Your answer should be an overview of the key points. Sometimes a list can be appropriate, but short sentences are often required. Example: Outline the age-related changes that occur in the skin. Satisfactory answer Unsatisfactory answer The skin loses its elasticity which leads to loose skin, wrinkles and sagging of the skin. Changes occur in skin colour and lumps, bumps and spots are more common. The skin becomes thinner and tears more easily. The skin becomes drier and is prone to irritation. - wrinkles - thins - lumps - bumps - spots - tears (This example is incorrect as it has provided a list that does not give the reader any idea about the changes that occur in the skin.)
7 INTRODUCTION vii DESCRIBE Your answer should be in sentence structure and cover as much detail as possible. Tip: the number of lines or space provided below the question will give you an idea of how much to write. Example: Describe why maintaining good skin integrity is so important for older people. Satisfactory answer Unsatisfactory answer Good skin integrity is important for older people as they are at a high risk of skin breakdown because their skin can be easily injured. Broken skin (tears or wounds) will often heal more slowly and the risk of getting an infection is higher. Wounds and tears to the skin can also cause discomfort, pain and immobility. Maintaining good skin care is essential to comfort, hygiene and quality of life. - wash the skin daily - use low/no perfume soaps - ensure you pat skin dry - wash and dry all creases and crevices - apply moisturising lotions as needed/prescribed (While this example provides a list of principles for skin care, it does not answer the question...why is good skin integrity so important?) EXPLAIN Your answer should be in sentence structure and it should provide details (an explanation) for the answer given. Example: Explain why heavily perfumed soaps should not be used during routine skin care of older people. Satisfactory answer Unsatisfactory answer Heavily perfumed soaps tend to dry the skin Heavily perfumed soaps should not be used. and cause irritation. The older person should be advised of this and encouraged to choose soaps that are gentler on the skin, however you must (While correct in a sense, this example provides no explanation for the remain mindful to accept and respect the person s individual preferences. reasons why perfumed soaps should be answer and does not show that the participant fully understands the discouraged.) HOW TO ANSWER QUESTIONS THAT ASK FOR YOUR PERSONAL OPINIONS, BELIEFS OR FEELINGS Some of the activities in this study guide ask you to write about your personal opinions, beliefs or feelings. It is important that your answer reflects what YOU think or believe and not what is stated in the textbook or in any other printed material. Example: Describe how you would feel if you were socially isolated. Satisfactory answer Unsatisfactory answer I think I would get bored very quickly as I have a very active social life and I am used to having people around me all day (with 4 young children it is hard to avoid). After the initial boredom I think I would get depressed. I am not very good at spending time on my own and I would definitely miss the love and attention that my children show me. Being socially isolated can increase risks of depression and can lead to other changes in emotional and mental health. Being actively engaged in a social life is an important aspect of holistic health. (While aspects of this answer are correct, it does not provide any insight into the person s own beliefs or feelings.)
8 viii STUDY GUIDE CASE STUDIES Case studies are short stories that help put information into a meaningful context. While some case studies are based on real life events, others are stories that have been made up by the writer. Case studies are used frequently throughout this study guide to help give examples of situations that affect older people, the types of complex situations that can arise in the workplace and to help you put yourself in the role of an aged care worker. When answering case studies it is important to focus on the person or events described in the story but NOT to add to them. It is a common mistake for many participants to exaggerate the situation or give characteristics and details to the person or events that never existed. It is also common for participants to want more information about the case or more details about the person but this is not necessary. Your answers should be based entirely on the information provided in the case study and the knowledge that you have gained during your studies and life or work experience. Example case study: You are working in a residential aged care facility. You have been looking after Mrs Peterson for the past 2 weeks. While helping Mrs Peterson to prepare for her shower you observe that she is unable to get from a laying to sitting position in bed and she states that she feels dizzy and tired. This is not normal behaviour for Mrs Peterson. Describe how you would respond to this situation. Satisfactory answer First I would make sure that Mrs Peterson is safe and comfortable in her bed. I would ask her to rest for the moment and let her know that I will help her to shower when she is feeling better. Next I would ask Mrs Peterson if she knows of any reason why she feels this way and if she can tell me anything that might help me to understand the situation better. Then I would seek her permission to take some basic observations such as temperature, pulse, respirations and blood pressure (blood glucose levels too if Mrs Peterson has diabetes.) As soon as I had gathered the information I would report to the supervisor Mrs Peterson s change in condition and make an appropriate entry into her records. I would read the past 24 hours of her records to see if any other health concerns were noted. I would follow any of the directions or changes provided by the supervisor and ensure that I check on Mrs Peterson regularly throughout the day. Unsatisfactory answer Because Mrs Peterson is probably a diabetic I would take her Blood Glucose Level (BGL) reading. If that was low I would give her glucose (she prefers a cup of tea with 4 sugars) followed by a small sandwich. After 30 minutes I would retake her BGL. Now that it is normal and she is feeling fine I would continue to help her with her morning shower. I would document her BGL in the care record and let the supervisor know what happened. At 3pm I would tell the other staff that Mrs Peterson had a low blood sugar level in the morning and to watch her closely this afternoon. In this answer the participant has made assumptions that Mrs Peterson is a diabetic (which was not mentioned in the case study) and has failed to consider many other actions that would be required of the aged care worker. The answer has also provided solutions now that it is normal and given the person characteristics that may not be true (she prefers tea with 4 sugars), all of which are unnecessary when compiling the case study. DEFINE Your answer should be a sentence that describes the term. The term itself should not be included in the answer. Personal points of view should not be used. Example: Define grief. Satisfactory answer The process of recovery from a loss that can affect a person psychologically, emotionally, physically and spiritually. Unsatisfactory answer You feel sad because of the grief you experience mostly after someone has died.
9 Study Guide SECTION 1 CHCCS411C WORK EFFECTIVELY IN THE COMMUNITY SECTOR Activities contained within this unit of competency will assist you to: work ethically communicate effectively in a community work or service delivery setting work effectively within the community services system demonstrate commitment to relevant values and philosophy underpinning work in the sector maintain work standards take responsibility for personal skill development reflect on own practice. To help you prepare for this unit of competency and the associated activities it is recommended that you read the following chapters in the aged care textbook, Aged care in Australia: a guide for aged care workers, second edition: Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Services for older people Working in aged care Providing support in the community Cultural diversity Effective communication Documentation To locate specific information or topic areas refer to the index or glossary section at the back of the textbook. For ease of studying, this unit has been divided into the following four (4) parts: Part A Introduction to the community sector Part B Legal and ethical framework of the community sector Part C Your role in the community sector Part D Communicating effectively in the community sector
10 2 SECTION 1 STUDY GUIDE Part A Introduction to the community sector Activity 1 Reading Read the following introduction to the community sector. The community services sector in Australia consists of an array of government, for-profit and not-for-profit organisations that provide a diverse range of services to meet the needs of individuals, families and our urban, rural and remote communities. These organisations include private businesses, faith-based services, charitable and community-managed agencies, all of which may range from very small providers to large national and multinational organisations. In Australia the community sector has heavily relied on charitable and welfarebased organisations to supplement existing government programs. While the financial arrangements of these service providers may vary widely, much of the funding is provided through charitable fund-raising and government grants. While the government may provide some services directly to the community, the government has overall responsibility for providing the legislative framework, much of the funding, strategic policy, planning and monitoring for the community services sector. The community services industry is large and has many different sectors, these include but are not limited to: aged care disability services family and domestic violence mental health community development community advocacy children s services employment services home and community care alcohol and other drugs relationship counselling housing community work youth work and juvenile justice child protection and child welfare information and referral services. While some service providers may focus on a single aspect or sector, many community service organisations provide services across multiple sectors. See pages in the textbook for an overview of the Australian aged care services sector.
11 CHCCS411C WORK EFFECTIVELY IN THE COMMUNITY SECTOR 3 Activity 2 Research a) Research and describe a current issue influencing community work and/or service delivery. You could access peak body websites, government websites or policy papers, industry magazines/journals or media releases. b) Using the internet or other information sources conduct some research on three (3) different government departments involved in the delivery or administration of community services. As an example, here are a few Australian Government departments that are involved in the delivery and/ or administration of community services, and their associated website addresses. WWW WWW Department of Families, Housing, Community Services and Indigenous Affairs (FaHCSIA) Australian Government Department of Health and Ageing For each of your selected government departments, complete an entry in the following table by inserting information about that department s roles, responsibilities, services and career opportunities.
12 4 SECTION 1 STUDY GUIDE DEPARTMENT NAME: WEBSITE: OVERVIEW OF THE DEPARTMENT S MAJOR ROLE AND RESPONSIBILITIES OUTLINE OF A RANGE OF SERVICES THAT THE DEPARTMENT DELIVERS AND/OR SUPPORTS SERVICE NAME SERVICE DESCRIPTION CAREER PATHS/JOB OPPORTUNITIES
13 CHCCS411C WORK EFFECTIVELY IN THE COMMUNITY SECTOR 5 DEPARTMENT NAME: WEBSITE: OVERVIEW OF THE DEPARTMENT S MAJOR ROLE AND RESPONSIBILITIES OUTLINE OF A RANGE OF SERVICES THAT THE DEPARTMENT DELIVERS AND/OR SUPPORTS SERVICE NAME SERVICE DESCRIPTION CAREER PATHS/JOB OPPORTUNITIES
14 6 SECTION 1 STUDY GUIDE DEPARTMENT NAME: WEBSITE: OVERVIEW OF THE DEPARTMENT S MAJOR ROLE AND RESPONSIBILITIES OUTLINE OF A RANGE OF SERVICES THAT THE DEPARTMENT DELIVERS AND/OR SUPPORTS SERVICE NAME SERVICE DESCRIPTION CAREER PATHS/JOB OPPORTUNITIES
15 CHCCS411C WORK EFFECTIVELY IN THE COMMUNITY SECTOR 7 Activity 3 Local community services profile Using local resources (for example: telephone book, services directory, internet, information brochures) list and describe five (5) different community services that are available to support people in your neighbourhood. For each service you will also need to assign a service type. Types can include: government, charitable, not-for-profit, for-profit, faith-based or other. TIP Ensure that you cover a range of services, for example; children s services, disability services, supported housing, home and community care, alcohol and other drug services, aged care services, counselling and mental health services. GEOGRAPHICAL REGION: Example: SERVICE NAME SERVICE DESCRIPTION TYPE Tweed Valley Respite Service Offers quality respite care, skills development and support to people with disabilities, people who are frail aged and people with dementia and related disorders, and carers of all these groups. Services include day respite, in-home respite, community participation programs and social activities. Not-for-profit community organisation
16 8 SECTION 1 STUDY GUIDE Activity 4 Service delivery models When an organisation delivers services to the community, they usually do so through a chosen service delivery model. Work models help guide and direct services toward a goal and help align the service to particular social values and philosophies. For example, many community sector agencies use a person-centred approach as their service delivery model. Some of the different types of service delivery models used in the community sector include: person-centred approach participatory model community centred approach advocacy model working with families approach developmental model community development model case management approach inter-agency approach active service model Conduct some research on the person-centred approach and one (1) other service delivery model. Describe the model and its key aspects in the spaces provided. NAME OF MODEL: Person-centred approach MODEL DESCRIPTION KEY ASPECTS OF THIS MODEL
17 CHCCS411C WORK EFFECTIVELY IN THE COMMUNITY SECTOR 9 NAME OF MODEL: MODEL DESCRIPTION KEY ASPECTS OF THIS MODEL
18 10 SECTION 1 STUDY GUIDE Activity 5 Values and philosophies underpinning work in the sector While there is a vast range of job types and skills required of workers in the community sector, there are some core values and philosophies to service delivery that underpin much of the work that is undertaken by the community services sector. Listed below is a selection of the core values and philosophies of a large community service provider. For each, outline how you could incorporate these values and philosophies into your approach to work. Philosophy of community services a) A commitment to upholding the rights of individuals b) A commitment to promote well being and independence c) A focus on solutions and abilities, rather than problems and causes d) A commitment to an inclusive and non-discriminatory approach to service delivery that promotes access and equity
19 CHCCS411C WORK EFFECTIVELY IN THE COMMUNITY SECTOR 11 e) A commitment to a person-centred approach f) A commitment to empowering the person and/or the community g) A commitment to a holistic approach to service delivery h) A commitment to culturally safe working practices i) A commitment to working within a social justice framework
20 12 SECTION 1 STUDY GUIDE Part B Legal and ethical framework of the community sector Activity 1 Definitions Using your own words, define the following terms: TERM DEFINITION Accreditation Act Advocacy Breach or non adherence Code of practice or ethics Confidentiality Consent Duty of care Ethics Guardianship Guidelines Human rights Law Legislation Standards
21 CHCCS411C WORK EFFECTIVELY IN THE COMMUNITY SECTOR 13 Activity 2 Legislation, standards and guidelines a) Describe the purpose of legislation. b) Name and describe an Australian Government law that relates to the community services sector. c) Name and describe a State law that relates to the community services sector. d) Describe the purpose of standards or guidelines. Each sector of the community services industry has its own set of standards or guidelines. Select one of the following sectors and answer the questions below. home and community care sector aged care sector f) Name two (2) relevant standards, legislation or guidelines for the sector
22 14 SECTION 1 STUDY GUIDE g) Describe how services are measured against the standards or guidelines. h) Describe what can happen if a standard or guideline is not being met. i) Describe how service providers ensure that they comply with the relevant standards or guidelines. j) Outline what options are available for a service user (an older person or carer) who believes that their service delivery is below the standards.
23 CHCCS411C WORK EFFECTIVELY IN THE COMMUNITY SECTOR 15 Activity 3 Duty of care and negligence a) Explain what is meant by the term duty of care, and how it relates to your legal responsibilities in the community services sector. Refer to pages of the textbook. b) Describe three (3) examples of how a worker may be in breach of their duty of care. Example 1 Example 2 Example 3 c) Define negligence. d) Outline the four (4) elements that constitute negligence (often referred to as the 4Ds). D D D D
24 16 SECTION 1 STUDY GUIDE e) Describe three (3) examples of how a worker could be seen as being negligent. Example 1 Example 2 Example 3 f) Read Melissa s case study on page 57 of the textbook. Explain what Melissa should have done differently to avoid being negligent in her duty of care. Describe why the reporting and recording of this incident is essential. g) Outline the possible consequences of being found as negligent in your role as a worker in community services. h) Define vicarious liability. Refer to page 57 of the textbook.
25 CHCCS411C WORK EFFECTIVELY IN THE COMMUNITY SECTOR 17 Activity 4 Consent and guardianship a) Explain consent and why it is so important in community services. Refer to pages of the textbook. b) Describe the three (3) different types of consent. TYPE OF CONSENT DESCRIPTION c) Outline the four (4) elements to valid consent d) Describe three (3) examples of situations where you would seek the older person s consent. Example 1
26 18 SECTION 1 STUDY GUIDE Example 2 Example 3 e) Define guardianship. f) Explain why an older person might require a guardian. g) Outline the role and function of a power of attorney and enduring power of attorney.
Learner Study Guide 2nd Edition
a guide for aged care workers E Learner Study Guide 2nd Edition M PL SA TAFE NSW Training and Education Support Industry Skills Unit, Meadowbank TAFE NSW Information Centre Phone: 131 601 To order additional
More informationSAMPLE MEDICATION ADMINISTRATION FOR NURSES. 2nd edition FOR NURSES
This book aims to provide nurses with the relevant knowledge and skills that are integral to safe medication administration. The chapters provide insight into legal responsibilities relating to medication
More informationCHC30312 Certificate III in Home and Community Care. Information Package
CHC30312 Certificate III in Home and Community Care Information Package CHC30312 Certificate III in Home and Community Care The Community Services sector in Australia is growing rapidly and there is an
More informationSAMPLE. TAFE NSW HLT51612 Diploma of Nursing (Enrolled/Division 2 Nursing) Course Clinical Record Book Workplace Component
HLT07 Health Training Package V5 TAFE NSW HLT51612 Diploma of Nursing (Enrolled/Division 2 Nursing) Course 14393 Student Name: Clinical Record Book Workplace Component Version 1.1 Ramsay Health Care Product
More informationCHC40108 Certificate IV in Aged Care
CHC40108 Certificate IV in Aged Care Course outline ANIBT Course Code: C4AGC_DOM0612 CRICOS Code: This course is not currently available to International students Delivery Mode: Face to Face Classroom
More informationSAMPLE. TAFE NSW HLT51612 Diploma of Nursing (Enrolled/Division 2 Nursing) Course Clinical Record Book Workplace Component
HLT07 Health Training Package V5 TAFE NSW HLT51612 Diploma of Nursing (Enrolled/Division 2 Nursing) Course 14393 Student Name: Clinical Record Book Workplace Component Version 2 Ramsay Health Care Product
More informationCHC30112 Certificate III in Community Services Work
CHC30112 Certificate III in Community Services Work Modification History CHC08 Version 4.0 CHC08 Version 4.2 Comments CHC30108 Certificate III in Community Work CHC30112 Certificate III in Community Work
More informationSAMPLE CHCCS400C. Work within a relevant legal and ethical framework. Learner guide. (Children s Services) CHC08 Community Services Training Package
CHC08 Community Services Training Package Version 4.1 CHCCS400C Work within a relevant legal and ethical framework (Children s Services) Learner guide Edition1 Training and Education Support Industry Skills
More informationGUIDE TO ETHICAL CONDUCT FOR PROVIDERS OF RESIDENTIAL AGED CARE: GUIDE FOR EMPLOYED AND CONTRACTED STAFF
GUIDE TO ETHICAL CONDUCT FOR PROVIDERS OF RESIDENTIAL AGED CARE: GUIDE FOR EMPLOYED AND CONTRACTED STAFF The following organisations support, for a trial period, this Code of Ethics and the associated
More informationCHCCS400A Work within a legal and ethical framework (community services program area)
CHC08 Community Services Training Package CHCCS400A Work within a legal and ethical framework (community services program area) Learner guide Version 1 TRAINING AND EDUCATION SUPPORT INDUSTRY SKILLS UNIT
More information1. Guidance notes. Social care (Adults, England) Knowledge set for end of life care. (revised edition, 2010) What are knowledge sets?
Social care (Adults, England) Knowledge set for end of life care (revised edition, 2010) Part of the sector skills council Skills for Care and Development 1. Guidance notes What are knowledge sets? Knowledge
More informationSAMPLE. CHCORG303A Participate in the work environment. Learner guide. CHC08 Community Services Training Package. Version 1
CHC08 Community Services Training Package CHCORG303A Participate in the work environment Learner guide Version 1 Training and Education Support Industry Skills Unit Meadowbank Product Code: 3041 Acknowledgments
More informationHuman Services Certificate III in Health Services Assistance (HLT32512)
Human Services Certificate III in Health Services Assistance (HLT32512) Effective from 2013 Date published January 2013 Date updated February 2014 Training Package HLT07 version 5.1 Original published
More informationHLTEN608A Practise in the domiciliary health care environment
HLT07 Health Training Package V2.2 HLTEN608A Practise in the domiciliary health care environment Learner Resource Flexible delivery Version 2 Training and Education Support Industry Skills Unit Meadowbank
More informationSAMPLE CHCCS400A. Work within a relevant legal and ethical framework. Learner guide. (Children s Services) CHC08 Community Services Training Package
CHC08 Community Services Training Package CHCCS400A Work within a relevant legal and ethical framework (Children s Services) Learner guide Version 1 Training and Education Support Industry Skills Unit
More informationARRCS POSITION DESCRIPTION
ARRCS POSITION DESCRIPTION Organisational Context Australian Regional and Remote Community Services (ARRCS) is a not-for-profit aged care and community service provider that was established in July 2014
More informationUnit of Competency Description Enrolments Completions
REPORT 1 Enrolments and completions by Qualifications Qualification Qualification Description Accreditation Enrolments Completions CHC30208 CERTIFICATE III IN AGED CARE national 16 11 CHC30308 CERTIFICATE
More informationSAMPLE. HLTWHS300A Contribute to WHS processes Children s Services. Learner Guide. CHC08 Community Services Training Package Version 4.
CHC08 Community Services Training Package Version 4 HLTWHS300A Contribute to WHS processes Children s Services Learner Guide Version 2 INDUSTRY SKILLS UNIT MEADOWBANK Product Code: 5696 Acknowledgments
More informationSAMPLE Certificate IV in Nursing (Enrolled/Division 2 Nursing) Version 1. Clinical Record Book TAFE NSW Component. HLT07 Health Training Package
HLT07 Health Training Package 3262 Certificate IV in Nursing (Enrolled/Division 2 Nursing) Student name: College: Group : Version 1 Clinical Record Book TAFE NSW Component Training and Education Support
More informationSAMPLE. TAFE NSW HLT51612 Diploma of Nursing (Enrolled/Division 2 Nursing) Course Student Information Book. HLT07 Health Training Package V5
HLT07 Health Training Package V5 TAFE NSW HLT51612 Diploma of Nursing (Enrolled/Division 2 Nursing) Course 14393 Student Information Book Version 1 Training and Education Support Industry Skills Unit Meadowbank
More informationTRANSITION FROM CARE TO INDEPENDENCE SERVICE SPECIFICATIONS
TRANSITION FROM CARE TO INDEPENDENCE SERVICE SPECIFICATIONS April 2017 Table of Contents 1. About these Specifications... 3 Who are these Specifications for?... 3 What is the purpose of these specifications?...
More informationPOSITION DESCRIPTION Enrolled Nurse
POSITION DESCRIPTION Enrolled Nurse The BlueCross Vision A dynamic organisation, BlueCross is supported by a team of great staff, who are willing to challenge traditions. With a long history of embracing
More informationHealth and Community Services
Health and Community Services In 2017, there are five TVET courses which allow you to study towards qualifications in Health and Community Services at Riverina Institute. You can choose courses from the
More informationBrochure and Pre-Enrolment Information Pack
CHC33015 Certificate III in Individual Support (Ageing and Home and Community) Brochure and Pre-Enrolment Information Pack Shell House Level 9, 170 North Terrace Adelaide SA Phone (08) 8410 7020 Adelaide
More informationNote: 44 NSMHS criteria unmatched
Commonwealth National Standards for Mental Health Services linkage with the: National Safety and Quality Health Service Standards + EQuIP- content of the EQuIPNational* Standards 1 to 15 * Using the information
More informationSIT07 Tourism, Hospitality and Events Training Package V3.0. SITXOHS002A Follow workplace hygiene procedures SAMPLE. Learner guide. Version 1.
SIT07 Tourism, Hospitality and Events Training Package V3.0 SITXOHS002A Follow workplace hygiene procedures Learner guide Version 1.1 Training and Education Support Industry Skills Unit Meadowbank Product
More informationSt Mary s College CHILD AND YOUTH RISK MANAGEMENT STRATEGY
St Mary s College CHILD AND YOUTH RISK MANAGEMENT STRATEGY PART 1: COMMITMENT Statement of Commitment (mandatory requirement 1) St Mary s College is committed to the safety and wellbeing of all students.
More informationPearson Edexcel Level 2 Diploma in Clinical Healthcare Support
Pearson Edexcel Level 2 Diploma in Clinical Healthcare Support Specification Competence-based qualifications For first registration January 2011 Issue 5 Edexcel, BTEC and LCCI qualifications Edexcel, BTEC
More information(ABN ) Recognition of Prior Learning Assessment Toolkit Student Guide for HLT51612 Diploma of Nursing (Enrolled-Division 2 nursing)
(ABN 59 106 800 944) Recognition of Prior Learning Assessment Toolkit Student Guide for HLT51612 Diploma of Nursing (Enrolled-Division 2 nursing) Commonwealth of Australia 2014 This work is copyright.
More informationPressure Ulcer Prevention
Information for patients This leaflet can be made available in other formats including large print, CD and Braille and in languages other than English, upon request. This leaflet has been adapted from
More informationCertificate III in Health Services Assistance
of health care HLT32512 Certificate III in Health Services Assistance HLT32512 At Open Colleges, we are passionate about helping people from all walks of life to achieve their aspirations and dreams. For
More informationSt Mary s Primary Ipswich CHILD AND YOUTH RISK MANAGEMENT STRATEGY
St Mary s Primary Ipswich CHILD AND YOUTH RISK MANAGEMENT STRATEGY PART 1: COMMITMENT Statement of Commitment (mandatory requirement 1) St Mary s Primary Ipswich is committed to the safety and wellbeing
More informationRights and Responsibilities. A guide for patients, carers and families
Rights and Responsibilities A guide for patients, carers and families NSW DEPARTMENT OF HEALTH 73 Miller Street North Sydney NSW 2060 Tel. (02) 9391 9000 Fax. (02) 9391 9101 www.health.nsw.gov.au This
More informationST PETER S CATHOLIC SCHOOL ROCHEDALE CHILD AND YOUTH RISK MANAGEMENT STRATEGY
ST PETER S CATHOLIC SCHOOL ROCHEDALE CHILD AND YOUTH RISK MANAGEMENT STRATEGY PART 1: COMMITMENT Statement of Commitment (mandatory requirement 1) St Peter s Catholic School is committed to the safety
More informationSt James Catholic Primary School, Coorparoo CHILD AND YOUTH RISK MANAGEMENT STRATEGY
St James Catholic Primary School, Coorparoo CHILD AND YOUTH RISK MANAGEMENT STRATEGY PART 1: COMMITMENT Statement of Commitment Review Date: June 2018 St James Catholic Primary School is committed to the
More informationHome Care Packages Programme Guidelines
Home Care Packages Programme Guidelines July 2014 Table of Contents Foreword... 3 Terminology... 3 Part A Introduction... 5 1. Home Care Packages Programme... 5 2. Consumer Directed Care (CDC)... 7 3.
More informationCare Certificate Workbook (Adult Social Care)
` Care Certificate Workbook (Adult Social Care) May 2015 Version 2.0 Name Workplace Start 1 P a g e Cambridgeshire County Council 2015 Cambridgeshire County Council - Care Certificate Written and produced
More informationRecognition of Prior Learning Assessment Toolkit
Recognition of Prior Learning Assessment Toolkit for HLT51612 Diploma of Nursing (Enrolled-Division 2 nursing) This project has been produced with the assistance of funding provided by the Commonwealth
More informationUnit 301 Understand how to provide support when working in end of life care Supporting information
Unit 301 Understand how to provide support when working in end of life care Supporting information Guidance This unit must be assessed in accordance with Skills for Care and Development s QCF Assessment
More informationGUIDE FOR INTERVENERS AND USERS
GUIDE FOR INTERVENERS AND USERS OF THE PATHWAYS TO MIYUPIMAATISIIUN SERVICES HEREBY REFERRED TO AS CODE OF ETHICS Approved by the Board of Directors on March 19, 2009 1 Table of Contents Introduction &
More informationSOCIAL WORK Facilitate alternative care placements
1 of 8 level: 6 credit: 6 planned review date: June 2006 sub-field: purpose: entry information: accreditation option: moderation option: Social Services People credited with this unit standard are able
More informationVET Student Handbook
Boonah State High School VET Student Handbook Prepared by Velg Training Version 1, January 2015 velgtraining.com Table of Contents Introduction... 3 The Australian Qualifications Framework (AQF)... 3 AQF
More informationSt Agnes Catholic Primary School Mt Gravatt CHILD AND YOUTH RISK MANAGEMENT STRATEGY
St Agnes Catholic Primary School Mt Gravatt CHILD AND YOUTH RISK MANAGEMENT STRATEGY PART 1: COMMITMENT Statement of Commitment St Agnes is committed to the safety and wellbeing of all students. St Agnes
More informationCourse Guide 2015 International. CRICOS Provider Number: 02934D, RTO Provider Number:
Course Guide 2015 International CRICOS Provider Number: 02934D, RTO Provider Number: 121952 1 SCEI Adelaide Southern Cross Education Institute Welcome to Southern Cross Education Institute. Our mission
More information1. OVERVIEW OF THE COMMUNITY CARE COMMON STANDARDS GUIDE
OVERVIEW OF THE GUIDE SECTION 1 1. OVERVIEW OF THE COMMUNITY CARE COMMON STANDARDS GUIDE This section provides background information about accountability requirements related to the community care programs
More informationVolunteering with a community information and support centre
Volunteering with a community information and support centre Many hands make light work. Will you put your hand up? CISVic helping local communities help local people Who are we? Community Information
More informationSAMPLE. HLTEN516B Apply understanding of the Australian health care system. Learner resource. HLT07 Health Training Package.
HLT07 Health Training Package HLTEN516B Apply understanding of the Australian health care system Learner resource Version 2 Training and Education Support Industry Skills Unit Meadowbank Product Code:
More informationBreast surgery aftercare advice (wide local excision of the breast and a sentinel lymph node biopsy)
Breast surgery aftercare advice (wide local excision of the breast and a sentinel lymph node biopsy) Breast Care Unit Patient Information Leaflet Introduction This booklet is for women who have had breast
More informationThe CARE CERTIFICATE. Duty of Care. What you need to know. Standard THE CARE CERTIFICATE WORKBOOK
The CARE CERTIFICATE Duty of Care What you need to know Standard THE CARE CERTIFICATE WORKBOOK Duty of care You have a duty of care to all those receiving care and support in your workplace. This means
More informationMary Immaculate Catholic Primary School CHILD AND YOUTH RISK MANAGEMENT STRATEGY
Mary Immaculate Catholic Primary School CHILD AND YOUTH RISK MANAGEMENT STRATEGY PART 1: COMMITMENT Statement of Commitment (mandatory requirement 1) Mary Immaculate Catholic Primary School is committed
More informationTITLE REPORTS TO DEPARTMENT CLASSIFICATION Youth Worker Passages Coordinator Specialist Community Services
TITLE REPORTS TO DEPARTMENT CLASSIFICATION Youth Worker Passages Coordinator Specialist Community Services ABOUT US The St Vincent de Paul Society was founded by Frederic Ozanam in 1833, a 20 year old
More informationChild & Youth Risk Management Strategy
Child & Youth Risk Management Strategy PART 1: COMMITMENT Statement of Commitment St. Benedict s Primary is committed to the safety and wellbeing of all students. St. Benedict s Primary respects and values
More informationThe Care Certificate Framework
The Care Certificate Framework Assessor Document Copyright Health Education England, Skills for Care and Skills for Health 1 Overall goal of the Care Certificate The introduction of the Care Certificate
More informationSaint Mary s Catholic College, South Burnett CHILD AND YOUTH RISK MANAGEMENT STRATEGY
Saint Mary s Catholic College, South Burnett CHILD AND YOUTH RISK MANAGEMENT STRATEGY PART 1: COMMITMENT Statement of Commitment (mandatory requirement 1) Saint Mary s Catholic College is committed to
More informationSt Patrick s Primary School GYMPIE CHILD AND YOUTH RISK MANAGEMENT STRATEGY
St Patrick s Primary School GYMPIE CHILD AND YOUTH RISK MANAGEMENT STRATEGY PART 1: COMMITMENT Statement of Commitment (mandatory requirement 1) St Patrick s Primary School is committed to the safety and
More informationHOW TO GET HELP ON COMMUNITY SUPPORT SERVICES
HOW TO GET HELP ON COMMUNITY SUPPORT SERVICES When an older relative needs care that the family cannot easily provide, community-based services are available to provide help. For older people with complex
More informationHANDBOOK FOR VOLUNTEERS
HANDBOOK FOR VOLUNTEERS Head Office - Unit 10/5-11 Hollywood Avenue Bondi Junction NSW 2022 www.hardiagedcare.com.au FACILITIES ARE LOCATED AT Blacktown Guildford Mountainview (Penrith) Seven Hills Wyoming
More informationCHAPLAINS CODE OF CONDUCT
CHAPLAINS CODE OF CONDUCT 1 INTRODUCTION 1.1 PURPOSE OF THE CODE The Code of Conduct is a statement of the ethical values and principles that underpin best practice in Chaplaincy and provides guidance
More information1. Guidance notes. Social care (Adults, England) Knowledge set for dementia. What are knowledge sets? Why were knowledge sets commissioned?
Social care (Adults, England) Knowledge set for dementia 1. Guidance notes What are knowledge sets? Part of the sector skills council Skills for Care and Development Knowledge sets are sets of key learning
More informationNational Framework for NHS Continuing Healthcare and NHS-funded Nursing Care in England. Core Values and Principles
National Framework for NHS Continuing Healthcare and NHS-funded Nursing Care in England Core Values and Principles Contents Page No Paragraph No Introduction 2 1 National Policy on Assessment 2 4 The Assessment
More informationSAMPLE. SITXOHS002A Follow workplace hygiene procedures. Learner Resource. Training and Education Support. Industry Skills Unit.
SITXOHS002A Follow workplace hygiene procedures Learner Resource Training and Education Support Industry Skills Unit Meadowbank Product Code: 2666 Acknowledgments TAFE NSW Training and Education Support,
More informationTAFE NSW HIGHER EDUCATION APPLIED RESEARCH GUIDELINES
TAFE NSW HIGHER EDUCATION APPLIED RESEARCH GUIDELINES Table of Contents PART 1: DEVELOPING APPLIED RESEARCH... 4 Introduction... 4 Aim... 4 Activities... 4 Guidelines... 5 Intellectual Property... 5 Contact
More information[St. Augustine s College] CHILD AND YOUTH RISK MANAGEMENT STRATEGY
[St. Augustine s College] CHILD AND YOUTH RISK MANAGEMENT STRATEGY PART 1: COMMITMENT Statement of Commitment St. Augustine s College is committed to the safety and wellbeing of all students. St. Augustine
More informationFebruary 2018 Catalogue Products & Price List
February 2018 Catalogue Products & Price List ABN 19504416745 Business address: 13 Hannora Crescent Croydon Victoria 3136 Contacts: Andrea / Garry Email: admin@resourcelearning.com.au Web: www.resourcelearning.com.au
More informationHow the GP can support a person with dementia
alzheimers.org.uk How the GP can support a person with dementia It is important that people with dementia have regular checkups with their GP and see them as soon as possible if they develop any health
More informationInformed consent practice standard
Informed consent practice standard 14 May 2018 1 Foreword Standards framework The Dental Council (the Council) is legally required to set standards of clinical competence, cultural competence and ethical
More informationBreast surgery aftercare advice (wide local excision of the breast with full axillary lymph node removal)
Breast surgery aftercare advice (wide local excision of the breast with full axillary lymph node removal) Breast Care Service Patient Information Leaflet Introduction This booklet is designed to provide
More informationNational Competency Standards for the Registered Nurse
National Competency Standards for the Registered Nurse INTRODUCTION DESCRIPTION OF REGISTERED NURSE DOMAINS NATIONAL COMPETENCY STANDARDS GLOSSARY OF TERMS Introduction The Australian Nursing and Midwifery
More informationLove your heart. Quick guide to support heart recovery
Love your heart Quick guide to support heart recovery In hospital Leaving hospital Recovery plan In hospital What has happened to my heart? Understanding your heart condition and treatment can help your
More informationFOLLOW US ON SUCCESS
RTO ID: 41009 CHC43015 CERTIFICATE IV IN AGEING SUPPORT A one-year course for international students Pathways to SUCCESS FOLLOW US ON www.nta.edu.au CRICOS Course Code: 094433G CRICOS ID: 03575C Course
More informationToolbox Talks. Access
Access The detail of what the Healthcare Charter says in relation to what service users can expect and what they can do to help in relation to this theme is outlined overleaf. 1. How do you ensure that
More informationNational Standards Assessment Program. Quality Report
National Standards Assessment Program Quality Report - March 2016 1 His Excellency General the Honourable Sir Peter Cosgrove AK MC (Retd), Governor-General of the Commonwealth of Australia, Patron Palliative
More informationPalliative Care. Care for Adults With a Progressive, Life-Limiting Illness
Palliative Care Care for Adults With a Progressive, Life-Limiting Illness Summary This quality standard addresses palliative care for people who are living with a serious, life-limiting illness, and for
More informationWe need to talk about Palliative Care. The Care Inspectorate
We need to talk about Palliative Care The Care Inspectorate Introduction The Care Inspectorate is the official body responsible for inspecting standards of care in Scotland. That means we regulate and
More informationResponsive, Flexible & Sensitive Domiciliary Care. Service User Handbook
Responsive, Flexible & Sensitive Domiciliary Care. Service User Handbook PRACTICAL CARE BACKGROUND Practical care is a domiciliary care agency established by C.C.C. LTD (Caring, Catering, Cleaning) to
More informationDOWNLOAD COVERSHEET:
DOWNLOAD COVERSHEET: This is a standard advance directive for your state, made available to you as a courtesy by Lifecare Directives, LLC. You should be aware that extensive research has demonstrated that
More informationsample Pressure Sores Prevention & Awareness Copyright Notice This booklet remains the intellectual property of Redcrier Publications L td
First name: Surname: Company: Date: Pressure Sores Prevention & Awareness Please complete the above, in the blocks provided, as clearly as possible. Completing the details in full will ensure that your
More informationHEALTHY AGEING PROJECT 2013
HEALTHY AGEING PROJECT 2013 Orientation to Healthy Ageing Principles for Allied Health Staff If ageing is to be a positive experience, longer life must be accompanied by continuing opportunities for health,
More informationCertificate III in Individual Support
.break { page-break-before: always; } International www.nsi.tafensw.edu.au/international Certificate III in Individual Support CRICOS Code 090190K National Code CHC33015 Course Number R11433 Qualification
More informationCaregiver Stress. F r e q u e n t l y A s k e d Q u e s t i o n s. Q: Who are our nation's caregivers?
Caregiver Stress Q: What is a caregiver? A: A caregiver is anyone who provides help to another person in need. Usually, the person receiving care has a condition such as dementia, cancer, or brain injury
More informationChild and Family Development and Support Services
Child and Services DEFINITION Child and Services address the needs of the family as a whole and are based in the homes, neighbourhoods, and communities of families who need help promoting positive development,
More informationThe Salvation Army / Southern Territory / State Social Command / Adult Services Network Clinical Coordinator / Program Manager
Position Title Award & Classification Division Reports to Date June 2017 Alcohol & Other Drugs Practitioner Care & Recovery Coordination (CRC) Worker Social, Community, Home Care and Disability Services
More informationCAREER & EDUCATION FRAMEWORK
CAREER & EDUCATION FRAMEWORK FOR NURSES IN PRIMARY HEALTH CARE ENROLLED NURSES Acknowledgments The Career and Education Framework is funded by the Australian Government Department of Health under the Nursing
More informationCourse Outline. CHC43315 Certificate IV in Mental Health. CHC43315 Certificate IV in Mental Health
Course Outline CHC43315 Certificate IV in Mental Health Why Health Industry Training Health Industry Training is passionate and committed to inspiring students to achieve their career goals and aspirations.
More informationEQUAL OPPORTUNITY & ANTI DISCRIMINATION POLICY. Equal Opportunity & Anti Discrimination Policy Document Number: HR Ver 4
Equal Opportunity & Anti Discrimination Policy Document Number: HR005 002 Ver 4 Approved by Senior Leadership Team Page 1 of 11 POLICY OWNER: Director of Human Resources PURPOSE: The purpose of this policy
More informationHospice Care for anyone considering hospice
A decision aid for Care for anyone considering hospice You or a loved one have been diagnosed with a serious illness that might not be curable. Many people find this scary or confusing. Some people feel
More informationFaculty of Health, Social Care & Education. BSc (Hons) RN. Insight into Adult Nursing for Mental Health Nursing students v1.0
Faculty of Health, Social Care & Education BSc (Hons) RN Insight into Adult Nursing for Mental Health Nursing students v1.0 INTRODUCTION: Welcome to your adult insight placements. Adulthood is a period
More informationCourse Outline. CHC33015 Certificate III in Individual Support. CHC Certificate III in Individual Support
Course Outline CHC33015 Certificate III in Individual Support Why Health Industry Training Health Industry Training is passionate and committed to inspiring students to achieve their career goals and aspirations.
More informationGoing Home After a Wide Local Excision of the Breast
Going Home After a Wide Local Excision of the Breast This booklet was published in May 2002 by The Dudley Group of Hospitals NHS Foundation Trust. For more information, contact a staff member on your admitting
More informationCore Domain You will be able to: You will know and understand: Leadership, Management and Team Working
DEGREE APPRENTICESHIP - REGISTERED NURSE 1 ST0293/01 Occupational Profile: A career in nursing is dynamic and exciting with opportunities to work in a range of different roles as a Registered Nurse. Your
More informationMount Isa will require some travel to other remote communities across the North West and Lower Gulf of Carpentaria region
POSITION DESCRIPTION: Psychologist Child and Youth Position Details Position Title: Employment Status: Psychologist Full time Salary Range: Pending qualification and years of experience (base salary $79,000
More informationADMINISTRATION OF INSULIN IN THE COMMUNITY BY ATTENDANT CARE SUPPORT WORKERS
Title Purpose ADMINISTRATION OF INSULIN IN THE COMMUNITY BY ATTENDANT CARE SUPPORT WORKERS This guideline is to assist: Attendant care service providers (organisations and individuals), participants, stakeholders
More informationSUCCESS. Pathways to CHC43115 CERTIFICATE IV IN DISABILITY FOLLOW US ON. A one-year course for international students RTO ID:
RTO ID: 41009 CHC43115 CERTIFICATE IV IN DISABILITY A one-year course for international students FOLLOW US ON www.nta.edu.au Pathways to SUCCESS CRICOS Course Code: 094434G CRICOS ID: 03575C Course OUTLINE
More informationWORKPLACE LEARNING PROCEDURES AND STANDARDS
The Workplace Learning Policy (2005) and the Associated Documents and Forms, replaces the Workplace Learning Handbook for secondary students in government schools and TAFE NSW institutes (2001) published
More informationReview of the Aged Care Funding Instrument
Catholic Health Australia Review of the Aged Care Funding Instrument Submission: 11 March 2010 Catholic Health Australia www.cha.org.au Table of contents Contents Summary of Recommendations. 3 1. Introduction..
More informationTVET Proposed TVET Courses at. The Hills College Baulkham Hills & Castle Hill Campuses
2014 Proposed TVET Courses at The Hills College Baulkham Hills & Castle Hill Campuses Courses Name TVET Offer Code Day Time Business Services Framework 4J21HBFM Mondays 1:30pm-5:30pm Business Services
More informationNursing Fundamentals
Western Technical College 10543101 Nursing Fundamentals Course Outcome Summary Course Information Description Career Cluster Instructional Level Total Credits 2.00 This course focuses on basic nursing
More informationCare and Children and Young People's Services (England) (Children and Young People s Management) Entry code 10397
QCF Leadership for Health and Social Care Services Centre Handbook OCR Level 5 Diploma In Leadership for Health and Social Care and Children and Young People's Services (England) (Children and Young People
More informationDUTY OF CARE FOR STUDENTS Policy & Procedures Next review date: Currently under review
Last reviewed: May 2013 DUTY OF CARE FOR STUDENTS Policy & Procedures Next review date: Currently under review By: Dean of Students Acknowledgement: The following policy and procedures are derived from
More informationMY VOICE (STANDARD FORM)
MY VOICE (STANDARD FORM) a workbook and personal directive for advance care planning WHAT IS ADVANCE CARE PLANNING? Advance care planning is a process for you to: think about what is important to you when
More information