Qualification details Title New Zealand Certificate in Health and Wellbeing (Level 3) with strands in Disability Support Worker, Health Care Assistant, Newborn Hearing Screener, Orderly, Therapy Assistant, Vision Hearing Technician, and Whānau, Kin and Foster Carer Version 1 Qualification type Certificate Level 3 Credits 70 NZSCED 0905 Society and Culture > Human Welfare Studies and Services DAS classification Qualification developer Community and Social Services Careerforce Next review December 2019 Approval date Dd Mmmm 2014 Strategic purpose statement The purpose of this qualification is to recognise the skills and knowledge required to provide person-centred support in the health and wellbeing sectors. The learner will benefit by gaining recognition of transferable skills and knowledge valued across the health and wellbeing sectors and the specific skills and knowledge required to perform a role within the sectors. The consumer/community will benefit through the provision of high quality services by individuals who are able to support people, family/whānau and the wider community, with health and wellbeing. This qualification is stranded to recognise the specific skills and knowledge required for a range of roles and responsibilities in the health and wellbeing sectors. The purpose of the Disability Support Worker strand is to recognise the skills and knowledge required to support and empower people with disabilities. The purpose of the Health Care Assistant strand is to recognise the skills and knowledge required to provide support and care for people in a range of contexts. The purpose of the Newborn Hearing Screener strand is to recognise the skills and knowledge required to undertake newborn hearing screening. The purpose of the Orderly strand is to recognise the skills and knowledge required to support the effective functioning of a health or wellbeing facility. The purpose of the Therapy Assistant strand is to recognise the skills and knowledge required to provide assistance with therapy programmes. The purpose of the Vision Hearing Technician strand is to recognise the skills and knowledge required to undertake vision and hearing screening of children. The purpose of the Whānau, Kin and Foster Carer strand is to recognise the skills and knowledge required to support Qualification Reference XXXX Page 1 of 15
Outcome Statement Graduate profile children and young people who cannot live with their own parents. Graduates will be capable of working under limited supervision. Graduates of this qualification will be able to: 1. Recognise the needs of the whole person when providing support in a health or wellbeing setting 2. Operate ethically and professionally in a health or wellbeing setting 3. Practise self-awareness and self-reflection in a health or wellbeing setting 4. Provide culturally safe support when working with Māori and people from other cultures 5. Recognise and respond to risk, vulnerability or change in a person and/or their family/whānau 6. Communicate to build positive relationships in a health or wellbeing setting. Graduates of the Disability Support Worker strand will also be able to: 7. Support a person with a disability in their daily life 8. Support a person with a disability to achieve their goals 9. Support a person with a disability to maintain and/or build natural supports and facilitate relationships and linkages in their community 10. Support a person with a disability to self-advocate and advocate on their behalf. Graduates of the Health Care Assistant strand will also be able to: 11. Undertake person-centred activities to support the wellbeing of people in their care 12. Promote safety in a health or wellbeing environment. Graduates of the Newborn Hearing Screener strand will also be able to: 13. Carry out hearing screening for newborns 14. Communicate about screening and referral. Graduates of the Orderly strand will also be able to: 15. Prepare and transfer people, equipment and supplies 16. Promote safety in a health or wellbeing environment 17. Support the effective functioning of a health or wellbeing facility. Graduates of the Therapy Assistant strand will also be able to: 18. Assist with therapy programmes 19. Promote safety in a health or wellbeing environment. Graduates of the Vision Hearing Technician strand will also be able to: Qualification Reference XXXX Page 2 of 15
20. Carry out vision and hearing screening for children 21. Review and respond to screening results. Graduates of the Whānau, Kin and Foster Carer strand will also be able to: 22. Support the wellbeing of children and young people in their care 23. Advocate for the wellbeing of children and young people in their care. Education pathway Employment pathway This qualification builds on the New Zealand Certificate in Health and Wellbeing (Level 2) [Ref: XXXX]. The Disability Support Worker strand may lead on to the Disability Support strand of the New Zealand Certificate in Health and Wellbeing (Level 4) [Ref: XXXX] or the New Zealand Certificate in Community Support (Level 4) [Ref: XXXX] The Health Care Assistant strand of this qualification may lead on to the New Zealand Certificate in Health Support (Level 4) [Ref: XXXX] or enrolled nursing studies at Level 5. The Newborn Hearing Screener, Orderly and Vision and Hearing Technician strands of this qualification may lead on to further study in related health and wellbeing contexts or related to leadership and management. The Therapy Assistant strand of this qualification may lead on to the Rehabilitation Support strand of the New Zealand Certificate in Health and Wellbeing (Level 4) [Ref: XXXX]. The Whānau, Kin and Foster Carer strand of this qualification may lead on to the New Zealand Certificate in Health and Wellbeing (Levels 4 and 5). Graduates of the Disability Support Worker strand may be employed as disability support worker. Graduates of the Health Care Assistant strand may be employed as health care assistants, kaiāwhina or community support workers in residential, home-based, community or hospital settings. Graduates of the Newborn Hearing Screener strand may be employed as newborn hearing screeners. Graduates of the Orderly strand may be employed as orderlies. Graduates of the Vision Hearing Technician strand may be employed as vision hearing technicians. Graduates of the Therapy Assistant strand may be employed as therapy assistants in general, rehabilitative, dietetic, physio, occupational or speech and language contexts. Graduates of the Vision Hearing Technician strand may be employed as vision hearing technicians. Graduates of the Whānau, Kin and Foster Carer strand will be able to support children and young people in their care who cannot live with their own parents. Qualification Reference XXXX Page 3 of 15
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 This qualification can be awarded by an organisation which has an approved programme of study or industry training programme leading to the qualification. The certificate will display the title of the qualification; and the logos of the NZQF and the name and/or logo of the awarding tertiary education organisations. On an annual basis the qualification developer will outline the focus of arrangements for managing consistency. Tertiary Education Organisations (TEOs), that either arrange training or deliver programmes that lead to the award of the qualification, must engage with arrangements for managing consistency, including covering actual and reasonable related costs. The purpose is to enable each TEO to provide assurance that graduates have achieved the qualification outcomes, as listed in the graduate profile. This will involve: - reviewing evidence associated with graduates achievement of outcomes in the qualification s graduate profile - identifying issues or opportunities associated with outcome achievement. The qualification developer will provide a report to TEOs and other relevant stakeholders on the confidence it has that graduates have achieved the qualification s outcomes to a standard consistent with the qualification s graduate profile. The report will also include: - any recommendations identified for ensuring that the programmes are kept up-to-date with developments in the industry - any significant inconsistency in achievement of outcomes. Organisations seeking approval to award the qualification are expected to have policies and procedures in place for managing recognition of current competency (RCC) and/or recognition of prior learning (RPL). To facilitate credit transfer, education organisations must clearly demonstrate the equivalency between each of the outcomes in the graduate profile and the assessment components of their programmes. Credit transfer will be automatic where assessment standards are used for assessment within programmes leading to this qualification. The minimum standard of achievement for the qualification is the achievement of the core outcomes and one of the strands. There are no grade endorsements for the qualification. Qualification Reference XXXX Page 4 of 15
Entry requirements (including prerequisites to meet regulatory body or legislative requirements) Employees and volunteers may be required to undergo initial and ongoing checks to ensure they are a fit and proper person to provide support in the health and wellbeing sectors. Current employment in a relevant role is a requirement for entry into the Newborn Screener, Orderly and Vision Hearing Technician strands. Qualification conditions Overarching conditions relating to the qualification Conditions for programme structure Conditions for programme context Other conditions N/A Competency for this qualification will typically be demonstrated in a workplace environment. It is recommended that programmes include a minimum of 100 hours of work experience. Programmes for the Newborn Hearing Screener and Vision Hearing Technician strands will need to have access to appropriately calibrated and well-maintained screening equipment. Programmes leading to this qualification should include resources and delivery methods which support learner achievement, including the development of language, literacy and numeracy skills. Programmes leading to this qualification must adhere to and be consistent with the Privacy Act 1993, the Health and Safety in Employment Act 1992, and any other legislative or contractual requirements the industry or role is subject to. Specific conditions relating to the Graduate profile 1 Recognise the needs of the whole person when providing support in a health or wellbeing setting Credit 10 - recognising the context in which people live their lives - mental, emotional, physical, socioeconomic, cultural and spiritual needs - function of behaviour presented, and the context in which it occurs - normal life stages and human development - range of roles involved in supporting health and wellbeing - service types and/or models. Qualification Reference XXXX Page 5 of 15
2 Operate ethically and professionally in a health or wellbeing setting 3 Practise self-awareness and self-reflection in a health or wellbeing setting 4 Provide culturally safe support when working with Māori and people from other cultures 5 Recognise and respond to risk, vulnerability or change in a person and/or their family/whānau - current and relevant legislation, regulation and codes - organisational policy and procedure - accountability - privacy - informed consent - understanding the boundaries of their role. - impact of own behaviour on clients - impact of attitudes, barriers, stigma and discrimination on clients - modifying behaviour to serve client needs - understanding options, consequences of actions and basic problem solving skills. - application of Te Tiriti principles and bicultural partnership - culture practices to promote culture safety, including tikanga and kawa - multiculturalism - models of Māori health and wellbeing - current Māori health and wellbeing inequalities - range of available cultural supports. Must be considered in the context of the person and the role. - signs of risk and vulnerability - normal and abnormal change - when and who to ask for help - effects of change for a person or family/whānau - role in supporting people and their family/whānau with change - reporting obligations. Qualification Reference XXXX Page 6 of 15
6 Communicate to build positive relationships in a health or wellbeing setting - contributing confidently and clearly - respecting the person s context - adapting own behaviour and communication style - verbal and non-verbal communication - active listening skills - working with clients of all ages - barriers to communication and understanding such as sensory impairment, jargon, lack of health literacy, English as a second language - basic report writing and administrative requirements. Qualification Reference XXXX Page 7 of 15
Disability Support Worker strand 7 Support a person with a disability in their daily life Credit 15 8 Support a person with a disability to achieve their goals Credit 10 9 Support a person with a disability to maintain and/or build natural supports and facilitate relationships and linkages in their community - working with the person to make decisions about their own care - following care plans - impacts of disability on daily life - awareness of common health issues, their impacts on support and how to support them - personal cares and activities of daily living - medication assistance - infection control - moving and handling - aged and end-of-life care - administrative requirements. Programmes must include an understanding of disability conditions, including intellectual disability, physical disability, sensory impairment and autism spectrum disorder. Programme must include: - honouring strengths, encouraging selfmanagement - promoting choice and independence - impacts of disability on achievement of goals - communication devices - understanding the function of behaviour a person may present. - friendships/community networks - family/whānau - accessing activities and relationships. 10 Support a person with a disability to self-advocate, and advocate on their behalf Qualification Reference XXXX Page 8 of 15
Health Care Assistant strand 11 Undertake person-centred activities to support the wellbeing of people in their care Credit 25 12 Promote safety in a health or wellbeing environment Credit 10 - working with the person to make decisions about their own care - honouring strengths, encouraging selfmanagement and promoting independence - care plans - personal cares - restorative and rehabilitative care - support for planned activities of daily living - common health issues and impacts on normal function - signs of dementia, and supporting people showing signs of dementia - end-of-life care - personal effects of loss and grief - challenging behaviours - limits of their ability and seeking support - administrative requirements. - prevention of injury - falls risks - infection prevention/control procedures - safe use of equipment - moving and handling - security requirements - emergency response. Qualification Reference XXXX Page 9 of 15
Newborn Hearing Screener strand 13 Carry out hearing screening for newborns Credit 30 14 Communicate about screening and referral Programmes must include: - screening protocol - screening tests - screening equipment - steps in screening pathway - policy and quality standards - infection control, risk management and health and safety. - identifying and recording risk factors - knowledge of relevant impairment - optimal conditions for screening - moving and handling of people and equipment. - providing information about screening process including how and why it is carried out - follow-up and audiology referral - administrative, data and record keeping requirements. Qualification Reference XXXX Page 10 of 15
Orderly strand 15 Prepare and transfer people, equipment and supplies Credit 20 16 Promote safety in a health or wellbeing environment Credit 10 17 Support the effective functioning of a health or wellbeing facility - transport of clients and items related to client care - administrative requirements - handling and transport of clinical records and patient-related information - transfer and care for the deceased patient - transport and use of equipment - transport of body parts - stores/equipment management and fault reporting - handling of hazardous goods, including healthcare wastes. - prevention of injury - falls risks - infection prevention/control procedures - use of equipment - moving and handling - security requirements - emergency response. - principles of customer service - supporting other staff in their roles - creating a welcoming environment - de-escalation. Qualification Reference XXXX Page 11 of 15
Therapy Assistant strand 18 Assist with therapy programmes Credit 25 19 Promote safety in a health or wellbeing environment Credit 10 - working as part of a multidisciplinary team - models of therapy - common health issues and their impacts on support - relevant anatomy and physiology - normal and abnormal human body function - following care plans - education - safe-swallowing strategies - use, care and maintenance of equipment - administrative requirements. - prevention of injury - falls risks - infection prevention/control procedures - use of equipment - moving and handling - security requirements - emergency response. Qualification Reference XXXX Page 12 of 15
Vision Hearing Technician strand 20 Carry out vision and hearing screening for children Credit 30 21 Review and respond to screening results Level 4 Programmes must include: - screening protocol - relevant screening tests - steps in screening pathway - policy and quality standards - infection control, risk management and health and safety. - preparing the environment and subject - use and maintenance of equipment - behaviour-management strategies - knowledge of causes of relevant impairments - working with children - moving and handling of people and/or equipment. - retesting - interpretation of results - factors influencing the accuracy of results - strategies in difficult cases - educating and informing parents about risk factors and options - follow-up and referral procedures - administrative requirements. Qualification Reference XXXX Page 13 of 15
Whānau, Kin and Foster Carer strand 22 Support the wellbeing of children and young people in their care Credit 30 23 Advocate for the wellbeing of children and young people in their care - common childhood health problems and their daily management - past experiences and/or issues impacting on development - developmental milestones - awareness of social issues and their signs and impacts - impact of carer and child/young person s family/whānau - behaviour management strategies. - advocating for child/young person - identifying resources to support development - recording/reporting suspected abuse - working with agencies to promote the wellbeing of children in their care - developing relationships with family/whānau for the benefit of the child. Qualification Reference XXXX Page 14 of 15
Transition information Replacement information This qualification replaces the following qualifications: - National Certificate in Whānau/Family and Foster Care (Level 4) [Ref: 1075] - National Certificate in Health, Disability, and Aged Support (Core Competencies) (Level 3) [Ref: 1327] - National Certificate in Community Support Services (Residential) (Level 3) [Ref: 1391] - National Certificate in Community Support Services (Human Services) (Level 3) [Ref: 1396] - National Certificate in Community Support Services (Intellectual Disability) (Level 3) [Ref: 1397] - National Certificate in Community Support Services (Vision and Hearing Screening) [Ref: 1483] - National Certificate in Health, Disability, and Aged Support (Newborn Hearing Screening) [Ref: 1623] - National Certificate in Health, Disability, and Aged Support (Health Assistants) (Level 3) with strands in Dental Assistance, Dietician Assistance Healthcare Assistance and Rehabilitation Assistance [Ref: 1677] - National Certificate in Health, Disability and Aged Support (Orderlies) [Ref 1679] - Ames Certificate in Support of the Older Person (Level 3) [108836] - Certificate in Aged Care (Level 3) [Ref: 109808] - BEST Certificate in Community Support Services (Core Competencies) (Level 3) [112064] - The ACE Programme (Supporting the Older Person) (Level 3) [Ref: 112153] - Certificate in Social Services (Level 3) [AO3015] - Introduction to Social Services (Level 3) [Ref: HB3935] - Certificate in Community Support (Level 3) [Ref: HV4445] - Certificate in Community Support Services (Level 3) [Ref: PC2011]. Learners currently enrolled in programmes leading to the replaced qualifications may either complete the requirements as specified below, or transfer their results to this replacement qualification. The last date for entry into programmes leading to the replaced qualifications is 31 December 2015. The last date for award of the replaced qualification is 31 December 2017. Existing trainees should not be disadvantaged by these transition arrangements. Any person who considers they have been disadvantaged by these transition arrangements may appeal to the owner of the programme leading to award of the qualification. Qualification Reference XXXX Page 15 of 15