Course Title: Support relationships with carer and family

Part B: Course Detail

Teaching Period: Term2 2023

Course Code: HWSS5764C

Course Title: Support relationships with carer and family

School: 535T Social Care and Health

Campus: City Campus

Program: C4428 - Certificate IV in Allied Health Assistance

Course Contact: Jade Cusworth

Course Contact Phone: +61 3 9925 8382

Course Contact Email: jade.cusworth@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Sally Armstrong

sally.armstrong@rmit.edu.au

Nominal Hours: 70

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites

Nil

Course Description

This unit describes the performance outcomes, skills and knowledge required to work positively with the carer and family of people using a service based on an understanding of their support needs.

This unit applies to workers across a range of community services contexts. Work may be carried out under direct, indirect or remote supervision.


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCCCS036 Support relationships with carer and family

Element:

1. Include carer and family members as part of the support team.

Performance Criteria:

1.1. Assess and acknowledge the role and importance of carer and family members for the person.

1.2. Work in a manner that recognises and supports carer and family relationships with, and knowledge about, the person with support needs.

1.3. Recognise the knowledge and skills of the carer and family that complement own job role.

1.4. Involve carer and family in the design and delivery of the person’s support services.

1.5. Assist carer and family to determine assistive technologies that support the person and themselves and confirm

Element:

2. Assess and respond to changes in the care relationship.

Performance Criteria:

2.1. Assess risks of change to the care relationship including potential physical and psychological harm to carer, family and the person.

2.2. Use identified strategies to address risks according to organisational policies and procedures and legal and ethical considerations.

2.3. Support the person, carer and family to determine and use strategies that maximise positive aspects of change and transition.

2.4. Support carer and family to maintain ongoing support and involvement in the life of the person.

Element:

3. Monitor and promote carer rights, health and wellbeing

Performance Criteria:

3.1. Respect the confidentiality and privacy of the carer and family, as well as the person with support needs.

3.2. Recognise and respond to the need for services required by the carer and family to support the care relationship with the person.

3.3. Recognise and respond to issues that may impact on the physical and emotional health and wellbeing of the carer and family.

3.4. Provide carer and family with information about support services and how to access.

Learning Outcomes



Details of Learning Activities

A combination of activities will support learning in this course, such as:

• Primarily face to face (there may be some online classes as needed) to cover theoretical and practical concepts for each topic in the course.

• Learning to apply your skills and knowledge , during simulations and classroom-based learning.

• Observations of performance in the workplace and industry placement or simulated environment will be a valuable part of your learning experience.

• Tutorial activities (individually and in teams) to discuss, debate, critique and consolidate your ideas and extend your understanding around key concepts within specific topics

• Online discussion and activities support you to collaborate with other students in your course and debate and debate and discuss ideas

• Self directed study time to enhance and strengthen your knowledge and understanding of theoretical concepts

• To further facilitate learning, you are strongly encouraged to use a range of communication tools with your teacher and fellow students by using the online learning platform


Teaching Schedule

Week

Content

Assessment

1
  • Context for caring in Australia:
  • Carer demographics
  • Carer support organisations and resources
  • Attitudes, stereotypes, false beliefs, and myths associated with caring.
  • Different pathways into service settings for the person and the implications for carer and family

 

 

2
  • Rights, roles and responsibilities of different people in the care relationship:
  • The person
  • Family members
  • Friends
  • Support worker

 

 

3
  • Impact of the caring role on carer and family
  • Different family patterns and structures and their impact on the person                                 Life cycle transitions:
  • Types of transitions
  • Positive and negative impacts               
  • Current service delivery philosophy and models:
  • basic principles of person-centred practice, strengths-based practice and active support
  • Strategies to work positively with carers and families
  • social and emotional wellbeing frameworks

 

4
  • Organisational policies and procedures in relation to carers and families
  • Scope and breadth of assistive technologies used across the life domains, including but not limited to:

self-care

continence and hygiene

communication

mobility and transferring

cognition and memory loss

vision and hearing

daily living activities

recreation and leisure

education and employment

home and other environments

eating and drinking

pressure area management

  • Carer support

 

 

5
  • Role and use of assistive technologies in supporting the activities of the carer and family and the person receiving support
  • Risk assessment tools and management strategies for the carer and family

 

AT 1 Due

 

6
  • Legal and ethical requirements for working with the carer and family and how these are applied in an organisation and individual practice:
  • Discrimination
  • privacy, confidentiality and disclosure
  • Work role boundaries, responsibilities, and limitations

 

7
  • Include carer and family members as part of the support team.      
  • Assess and respond to changes in the care relationship.         
  •  

AT 2 Due

 

8
  • Monitor and promote carer rights, health and wellbeing

 

9
  • Digital access and skills
  • Practice roleplays

 

 

10

Roleplay Assessment

AT3 Due

11

Roleplay Assessment

 

12

Resubmissions

 

 

Please note that answers for assessment must be the students own work.  The use of AI programs such as Chat GPT to generate answers is not permitted for this subject.


Learning Resources

Prescribed Texts


References


Other Resources

Resources for this course are provided in Canvas with further resources available from the RMIT library (https://www.rmit.edu.au/library)

The University Library has extensive resources and provides subject specialist expertise, research advice, help with referencing and support through: 

The Learning Lab 
https://www.rmit.edu.au/students/study-support/learning-lab 

The Study Support Hub  
https://www.rmit.edu.au/students/study-support/study-support-hub 

English for uni workshops 
https://www.rmit.edu.au/students/study-support/workshops/english-uni-workshops

  Please note that all assessments much be completed in own words.  AI programs such a Chat GPT and any other similar program should not be used.


Overview of Assessment

Assessments may include any of the following:

  • role plays
  • case studies
  • presentations
  • group work
  • knowledge quizzes
  • practical assessments


Assessment Tasks

AT1 Knowlegde Questions  Due Week 6 

AT2 Knowledge Questions Due Week 10

AT3 Roleplay Assessment  Due Week 13

 

 The weeks align with teaching period and not the Academic Calendar.

 

Students must answer all questions in their own words.  The use of AI such as GPT Chat or other AI programs must not be used to develop answers.

 

 


Assessment Matrix

The assessment matrix demonstrates alignment of assessment tasks with the relevant unit of competency. These mapping documents are available through Program Administration if required. 

Other Information

Attendance: 

Your learning experience will involve class-based teaching, discussion, demonstration and practical activities.  

It is strongly advised that you attend all timetabled sessions. This will allow you to engage in the required learning activities, ensuring you the maximum opportunity to complete the placement and this course successfully. 

 

Information about your studies: 

You can access My Studies through the RMIT website for information about timetables, important dates, assessment dates, results and progress, Canvas etc. 

 https://www.rmit.edu.au/students

Important information regarding Assessment Tasks:

Each individual assessment may only be resubmitted once.

Resubmissions are not automatic and will only be approved at the discretion of the Program Coordinator, after consultation with the teacher.

All students will be contacted with 7 days by their course coordinator in regard to resubmission completion dates.

Please note an opportunity to repeat clinical placement is not guaranteed and will be at the discretion of the Clinical Coordinator/Program Manager.

EXTENSION OR SPECIAL CONSIDERATION

If due to illness or other unforeseen circumstance, you are unable to attend on the due date of an assessment (e.g., test, examination, oral, etc.) OR you do attend, but your performance has been affected, you may submit an APPLICATION FOR SPECIAL CONSIDERATION within 5 working days of the due date. If Special Consideration is granted, you will be given the opportunity to complete/repeat the assessment task at a later date. For advice on this application please visit www.rmit.edu.au/students/specialconsideration (http://www.rmit.edu.au/students/specialconsideration) or speak to your Program Coordinator.

If due to illness or other unforeseen circumstance, you are unable to submit by the due date (e.g., assignment, report, project etc.) you may submit an APPLICATION FOR EXTENSION OF TIME FOR SUBMISSION OF ASSESSABLE WORK for an extension of time of up to seven (7) calendar days or less. This must be lodged with the Program Coordinator 1 working day before the original due date. If granted, you will have the opportunity to submit up to 7 days later than the original due date. For advice on this application please visit www.rmit.edu.au/students/assessment/extension (http://www.rmit.edu.au/students/assessment/extension) or speak to your Program Coordinator.

Where an extension of greater than seven days is needed, you must apply for SPECIAL CONSIDERATION. If you require further information please contact your teacher or Program Coordinator.

 

Academic Integrity and Plagiarism

RMIT has a strict policy on plagiarism and academic integrity. Please refer to https://www.rmit.edu.au/students/student-essentials/rights-and-responsibilities/academic-integrity (https://www.rmit.edu.au/students/student-essentials/rights-and-responsibilities/academic-integrity) Course Overview: Access Course Overview (http://www1.rmit.edu.au/courses/C4367051433

Credit Transfer and Recognition of Prior Learning:  

Credit transfer is the recognition of previously completed formal learning (an officially accredited qualification). 

Recognition of Prior Learning (RPL) is an assessment process that allows you to demonstrate competence using the skills you have gained through experience in the workplace, voluntary work, informal or formal training or other life experiences.   

Please speak to your teacher if you wish to discuss applying for Credit Transfer or RPL for the unit(s) of competency addressed in this course. 

https://www.rmit.edu.au/students/student-essentials/enrolment/apply-for-credit

 

Course Overview: Access Course Overview