Certificate III in Individual Support (Ageing)

Verbal expression and comprehension (understanding)

What do I need to be able to do?

Understand and respond to verbal communication.

In a client care environment, this will assist you with listening, understanding and responding to clients by providing information, clarifying the purpose of your visit, gaining and confirming your client’s consent and providing clients the chance to raise issues or concerns

Verbally communicate clear instructions and explanations in a time responsive way.

In a client care environment, verbal communication is the primary source of communication between you, your clients, supervisors and other health professionals and assists with assessing clients and proceeding with client care

Clear communication assists with establishing and maintaining rapport with clients, providing safe care and minimising the risk of harm to yourself and others.

What adjustments to my study conditions can I access?

A range of adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

Additional time allowances for comprehension and expression may be available to you for on-campus learning activities.

Professional experience placement tasks in a client care environment may require time responsive communication. This should be discussed with your placement coordinator prior to commencement.

NB: Students who are deaf and use Auslan may be able to negotiate professional experience placement within a specialised setting, where Auslan is the preferred language.

Social communication

Social Communication refers to the capacity to understand and use appropriate non-verbal communication such as: eye contact, gestures, facial expression, speaking volume, tone of voice, proximity and verbal turn-taking. 

What do I need to be able to do?

Recognise, interpret, use and respond to non-verbal communication appropriately in both on-campus and professional experience placement settings to demonstrate understanding of individual and cultural differences, build relationships and establish trust with others

In a client care environment, tasks which require your use of social communication abilities include:

• interpreting the social communication used by clients such as identifying that a client is uncomfortable or in pain from their facial expression or body posture
• responding to clients by using your own social communication skills, such as open body language, eye contact and facial expressions to display understanding and empathy
• maximising your engagement with those clients with dementia who may have limited or no language or when a language barrier exists, using effective non-verbal strategies to communicate 

What adjustments to my study conditions can I access?

A range of adjustments can be organised through the Equitable Learning Services(ELS). Contact the ELS to discuss what adjustments may be helpful to you.  

Consideration will be given to the use of non-verbal communication appropriate to your disability or condition for example, if you have a vision or hearing impairment, you may rely more on using either auditory or visual means of social communication. 

Reading

What do I need to be able to do?

Read and understand a range of written material in differing forms from a variety of sources such as: on hand written notes, screen material, screen-based and image-based.

In a client care environment, essential information is communicated in written form.  Tasks which require your use of reading include:

• reading and demonstrating an understanding of client documents such as individual support or client care plans
• reading and comprehending procedural documents such as occupational health and safety procedures

The ability to read, understand and interpret written information is fundamental for the delivery of appropriate and safe client care. 

What adjustments to my study conditions can I access?

A range of adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

You may use specialised software to support your literacy for on-campus learning activities. The appropriateness and practicality of using such software during professional experience placements may vary between placements and should be discussed with the placement coordinator prior to commencement.

Writing (Written Language)

N.B. This refers not to the physical act of writing but rather to the written content.

What do I need to be able to do?

Produce coherent written communication appropriate to both on-campus learning activities and professional experience placement tasks.

In a client care environment, tasks which require clear, concise, accurate and time-efficient writing include:

• contributing to client documentation such as case notes, individual support or care plans
• completing all written documentation according to the host organisation standard and protocol, using clear, accurate and objective language

The accuracy of written notes in a community services context has both professional and legal ramifications.

What adjustments to my study conditions can I access?

A range of adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

You may use specialised software to support your literacy for on-campus learning activities. The appropriateness and practicality of using such software during professional experience placements may vary between placements and should be discussed with the placement coordinator prior to commencement.

What do I need to be able to do?

Correctly use and apply knowledge of theory and research gained from on-campus learning to practice in the client care environment.

In a client care environment, client assessment and intervention tasks include:

• reading and interpreting an individual support plan and confirming the required equipment, processes and aids
• identifying any aspects of the individual support plan for review
• correctly applying knowledge of policies and procedures and responding safely to unexpected occurrences, such as when a client feels pain while doing exercise or has a choking response when being fed

What adjustments to my study conditions can I access?

A range of adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

You may use assistive technology and strategies such as rest breaks to support your memory, planning and organisation in the on-campus learning environment. The use of these strategies during professional experience placements should be discussed with the placement coordinator prior to commencement.

Vision

Visual acuity refers to the extent to which a person can see or interpret visual information. This may also include colour vision.

What do I need to be able to do?

In a client care environment, tasks which require your vision include:

• observing clients to ensure they are appropriately positioned and safe
• recognising any visible signs of a client’s deterioration in health, when delivering palliative care
• accurately identifying medicines and medicine bottle labels

Monitoring client safety and behavior is essential to creating and maintaining a supportive and safe environment

What adjustments to my study conditions can I access?

Adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.>

The use of assistive technology to enhance vision will be considered. It is recommended that you discuss this with the ELS and placement coordinator prior to commencing your placement.

Glasses and other visual aids can be used during on-campus simulation and professional experience placement settings.

If you have been deemed legally blind or have a medical condition that may impact your vision, it is recommended that you discuss your condition with Equitable Learning Services. 

What do I need to be able to do?

In the client care environments, tasks which require hearing or alternatives (e.g. accurate lip reading, amplification equipment) include:

• Interpreting the vocal sounds other than speech made by a client, which may indicate that the client is in pain or not comfortable
• Detecting a clients’ care request by activation of call bell or calls for help

What adjustments to my study conditions can I access?

Adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

The use of augmentation such as lip reading and / or assistive technology e.g. amplified equipment to enhance hearing will be considered. It is recommended that you discuss this with the ELS and the placement coordinator prior to commencing your placement.

NB: Students who are deaf and use Auslan may be able to negotiate professional experience placement within a specialised setting, where Auslan is the preferred language.

Tactile abilities refer to the sense of touch.

What do I need to be able to do?

The use of tactile abilities supports accurate diagnosis, monitoring and treatment to ensure client safety in a client care environment.

In a client care environment, tasks which require the sense of touch include:

• feeling and detecting changes in the surface temperature of the client’s skin to determine fever, inflammation or injury
• distinguishing fine differences in pulses and in the feeling of different parts of human anatomy
• feeling and detecting changes in water temperature prior to attending to the hygiene needs of the client.

What adjustments to my study conditions can I access?

Adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

Adjustments will be considered in relation to your individual circumstances and physical capacities. Any adjustments considered should not compromise client safety.

In both the on-campus learning and client care settings, tasks may involve: lifting, carrying, pushing, pulling, standing, twisting, and bending.

What do I need to be able to do?

In the client care environment, tasks which require your gross motor skills include:

• physically assisting clients with varying physical capacities to move safely from a lying or sitting to a standing position, using manual transfer or equipment such as a slide sheet, hoist or other lifting device
• positioning and setting up a client with equipment such as a pan or bottle and repositioning clients to prevent pressure area wounds

assisting clients with showering

Safe manual handling minimises the risk of injury to clients or yourself and others

What adjustments to my study conditions can I access?

Adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

Adjustments will be considered in relation to your individual circumstances and physical capacities. Any adjustments considered should not compromise client safety.

i.e.: The ability to undertake precise coordinated movements of the hands.

What do I need to be able to do?

In both the on-campus learning and professional experience placement settings, tasks may involve: pushing, pressing, turning, pinching, grasping and shaking.

In the client care environment, tasks which require fine motor abilities include:

• assisting clients to dress in specialist clothing items such as stockings, braces and slings
• preparing a shaver for use and placing it in a client’s hand
• performing foot care by washing with your hands the feet of clients with diabetes
• removing small caps from needles and inserting diabetes test strips into blood glucose meters

What adjustments to my study conditions can I access?

Adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

Adjustments will be considered in relation to your individual circumstances and physical capacities. Any adjustments considered should not compromise client safety.

This refers to the ability to undertake a task/s over a pre-determined period of time. This could include physical performance such as standing for a period of time, or cognitive (mental) performance such as concentrating for a particular length of time.

What do I need to be able to do?

In the client care environment, tasks which require physical and mental endurance include:

• maintaining consistent physical performance throughout an 8-hour shift over a 3 week period while on placement. This will include standing and walking for extended periods
• remaining mentally focused in order to complete accurate and safe care of clients, such as ensuring the needs of clients with strict dietary requirements and feeding
• safely completing repetitive tasks such as feeding clients and assisting with basic activities of your clients’ daily living

What adjustments to my study conditions can I access?

Adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

Adjustments will be considered in relation to your circumstances and physical capacities. You may use strategies such as rest breaks to support your performance for on campus learning contexts. It is recommended that you discuss the use of these strategies during placement with ELS and placement coordinator prior to commencing.

Any adjustments should not compromise client safety.