CHCAGE001 Facilitate Empowerment Of Older People :
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About this document
This document is to be used as a portfolio to collect evidence for the unit CHCAGE001 Facilitate the empowerment of older people.
Student details section
Fill in the table below:
| Student name: | |
| Name of RTO: | |
| Trainer/assessor name: | |
| If this portfolio is found, please contact me using the details below: | |
Work placement information
Work placement provides you with an opportunity to learn and be assessed in a hands-on, real-life industry environment. Learning in the classroom is important, and you will engage in lots of classroom discussion, practice and be involved in demonstrations and simulations before you are ready for your work placement – but gaining practical experience during your work placement hours provides you with the opportunity to put your new-found knowledge into practice and provides you with an appropriate environment to be assessed in. It also provides you with opportunities to observe qualified and experienced community services workers and allows you to learn while under the close supervision and guidance of a workplace supervisor and mentor.
You will not be paid for your work placement as it forms part of your training and assessment for this qualification.
Responsibilities
You are always expected to comply with all of your work placement’s policies and procedures for their staff members and follow your supervisor’s instructions. You will receive the required information about working hours, dress requirements and specific guidelines from your work placement before you begin and will sign a work placement agreement prior to starting. If you’re unsure of anything then speak to your trainer/assessor and ask questions when the placement arrangements are being made. You may undertake more than one placement at a different facility – this will all be arranged with your trainer/assessor and made clear to you during this time.
Your work placement supervisor will arrange an induction for you where the expectations will be outlined and the limitations of what you are able to do while you are at your work placement.
Evidence collection
In this section of CHCAGE001 Facilitate Empowerment Of Older People the details of the evidence you need to collect are outlined along with instructions about what you need to do.
| ICON KEY | |
| | Assessor: this icon indicates that the assessor needs to observe this at the workplace visit or will be asking the student questions directly. |
| | Student: this icon indicates that the student needs to complete this section. |
| | Supervisor: this icon indicates that the supervisor needs to do something. |
| | Attach: this icon indicates that you need to attach something as evidence to support what you have written. |
There are three parts to this portfolio document:
- Section 1 – About the older person
- Section 2 – Activities
- Section 3 – Supervisor report.
| | Note to work placement supervisor: When you see this icon, action is required on your part. Read the student’s account of events and make a comment to confirm the truthfulness and accuracy as a form of evidence collection for the assessor. Please make sure the student is suitably supervised and that they have permission from everyone involved to engage with the client. This may include the person directly or may require permission from their family member, carer or advocate. |
Section 1 : About the older person
In Section of CHCAGE001 Facilitate Empowerment Of Older People 1 you will provide detailed information about the person you worked with and your role.
| | Person | |
| Name of work placement: | ||
| Name of supervisor: | ||
| Person 1 identifier: John | Age:79 | |
| Write a summary of this person with details such as age and background (it must be an older person). John is 79 years old person. He is from a poor family background. Past he was associated with the army force. | ||
| What types of support services does this person receive? This person is taken care of by one nurse supervisor. He helps with physical work and supports any health and physical problem seen in daily life. As people age, their dexterity and mobility inevitably deteriorate, making daily chores more challenging. This may progressively make people more self-sufficient and discourage them from engaging in social activities, pursuing interests, or participating in other enjoyable pursuits. | ||
| What is your role in providing support to this person and what are your limitations? The support that I can provide is given below: Help self-caringMobilityRelationships with the community and social life. The limitations are:Passive role in caringIntra-conflict regarding professionals | |
| | Comment and endorse Section 1. |
Section 2 : Activities
In this section, you will describe the activities which you used to respond to the goals and aspirations of an older person and how you provided support services. Describe each activity and what you did in detail.
| Person | |
| Which services have you delivered to the person? | I have help in daily activities like mobility and self-caring. |
| How have you recognised and respected the older person’s social, cultural and spiritual needs? | All aging people, regardless of their faith, beliefs, or religion, have spiritual needs. Unmet prayers can show up in a variety of situations, such as persistent dissatisfaction, anxiety, sadness, and helplessness. The steps taken are given below: Meet and identify the spiritual needsEnsure that spiritual care is taken according to the Ethical work frame. |
| How did you encourage a shared approach to health and ageing to empower the person to take responsibility for health outcomes? | I encourage by saying the importance of health and whom it helps in living the good life. If any health problem is seen, then he/ she should say to take the caring staff. |
| How did you maintain confidentiality and consider privacy during your interactions with this person? | 1. Be careful when handling private documents. |
| Person | ||
| | Activities | |
| 2. When discussing classified data, you should remain conscious of your surroundings. Talk about important topics in privacy, and make sure that only authorized individuals can overhear. | ||
| What are social and physical enablers that assist this person to have better health outcomes and quality of life? | The welcoming environment and different activities in the community like the cultural program, and caring environment will help in the improvement my quality of life. | |
| What are the social and physical disablers that impact on their quality of life and healthy ageing outcomes? | Hearing loss, cataracts, and refractive errors are common conditions in older people, and the younger generation does not give much thought to items that can lower one’s quality of life. | |
| Which services and supports did you discuss together and what changes / adjustments would they like? Did you assist them to access other support services, how did you do this? | Through the discussion together the changes/adjustments they would like are given below: There should be different healthcare systems for old peopleDifferent activities should be doneGood Nurses should be appointed for caring rather than students. | |
| ow did you ensure the person’s rights were Halways upheld? | Their human rights and their contribution to society. The world has not been quick to respond: a lack of political will and the prioritization of the special rights of other disadvantaged groups have often been at the expense of the case for older people. There are different organizations that are taking care of their rights. | |
| Person | ||
| | Activities | |
| How did you make sure the person is aware of how to make a complaint if they want to and their right to do so? | They should complain to the police or to different human rights organizations. | |
| How did you prepare to work with this person and how did you ensure you understood the policies and procedures of your work placement? | When we connect emotionally, positive, and respectful relationships grow. These connections happen because of our regular contacts and sharing with one another. and talking about the many governments and commonwealth policies that are in place. | |
| How did you avoid imposing your own values and opinions on this person? | First, I will understand their personal interest and do activities according to their interests. Not my interest. | |
| Explain how you used a person-centred approach and built trust when carrying out activities with the person. | I’ve exploited people to make decisions. A person-led approach puts the person’s needs first and supports them in taking charge of their own treatment. The individual and their abilities are highlighted rather than a person’s illness or impairment. | |
| What strategies did you use to maximise opportunities for participation in healthy ageing lifestyle practices? | Some of the strategies I will use for maximizing opportunities are given below: Doing daily exerciseTaking good foods onlyRegular health check-up | |
| Person | ||
| Which mobility aids or assistive devices did you use with the person to encourage independence and individual strength? | The kind of mobility aid I provide will depend on the injury or mobility problem. that comprise 1. Canes: Canes are like crutches in that they aid the transfer of weight from the legs to the upper body and support the body’s weight. They put more strain on the hands and wrists than crutches do, but they also take less weight off the lower body. | |
| Which situations of risk did you discuss with the person? | The risk that an old person can face is while they are alone in the home and there is no one to take care. Some problems are seen in this case I have suggested calling first or call to the person living in next door. | |
| How did you practice duty of care and dignity or risk? | A duty of care is inherent in the dignity of risk. That is because improving a customers’ ability to protect themselves reduces their susceptibility, which is the main goal of safeguarding. A power disparity is what makes something vulnerable. | |
| | Don’t forget to attach your supporting evidence and any additional documentation for your portfolio. Make sure to deidentify these documents. | |
| | Comment and endorsement | |
| Person | |||
| | Activities | | What happened? Provide detailed information. |
Section 3 : Supervisor report
The supervisor needs to complete this section once all of the tasks have been completed and relevant sections have been endorsed.
| | Supervisor report | |
| The information provided by the student in their reflective journal is an accurate reflection of their actions. | Yes ☐ No | |
| During the activities described in their reflective journal, the student: | ||
| worked within the organisation’s policies and procedures | Yes ☐ No | |
| worked to a satisfactory level in line with their assigned roles and responsibilities | Yes ☐ No | |
| used effective oral communication and positive and respectful language | Yes ☐ No | |
| promoted empowerment, trust and goodwill | Yes ☐ No | |
| avoided imposing own values or opinions on the person | Yes ☐ No | |
| recognised and responded appropriately to situations of risk or potential risk | Yes ☐ No | |
| adjusted services as required | Yes ☐ No | |
| Provide an example of how the student recognised and responded to a situation of risk or potential risk. | ||
| Do you have any feedback for the student? | |
| The student has permission to submit the information contained within the portfolio for the purposes of assessment. | Yes ☐ No |
| Tick one only: | |
| The student has permission to submit workplace documentation to support their portfolio. | Yes ☐ No |
| The student does not have permission to submit workplace documentation – the assessor can view these files on site. | Yes ☐ No |
| Full name: |
| Position: |
| Contact details: |
| Signature: |
| Date: |
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