This course is primarily delivered face-to-face with workplace-based projects, workplace-based reflective activities and observations included. This method has been chosen as the cohort are existing workers in residential aged care settings.
The variety of activities has been designed to meet the typical learning needs of the cohort in relation to computer literacy, language and numeracy. The methods used recognise that existing workers seeking to obtain both Certificate IV qualifications need to be suitably challenged to develop specialist skills and knowledge in ageing support and leisure and health.
The key learning areas within the course are:
Students provide a reflection report regarding their efforts to apply the principles and practices of service coordination under the direction of an experienced staff member. This includes supporting an older person to prioritise their needs as outlined in their care plan while working collaboratively with family/carers and other health professionals.
POLICY AND PARTNERSHIP DEVELOPMENT
Throughout the course, students explore the nature of collaboration in face-to-face sessions and, how professional networks and partnerships can benefit the organisation and older people in residential facilities. To gain practical experience, students engage in a simulated activity to develop a partnership with an external service provider that could expand the scope of services and resources available to older people within the facility.
REFLECTIVE PRACTICE & LEARNING TRANSFER
There is a strong expectation in the contemporary community services industry that workers develop reflective skills and practices. We recognise that reflective practitioners are more resilient, dynamic and robust in their approach to working with clients. As such, reflective practice activities and assessments are threaded throughout the course to provide each learner with a variety of different opportunities to develop strong reflective capabilities.
Learning transfer describes the percentage of new knowledge that an individual learner transfers into their everyday work so it becomes habitual practice. Each learner is therefore required to establish a learning transfer action plan to support their goal-oriented learning journey which is underpinned by reflective activities.
STORIES OF PRACTICE
Students are required to reflect on work they are completing in relation to interpersonal skills, empowerment and person centred care approaches to supporting people with dementia. This is achieved through stories of practice which are constructed over several months. A part of the story of practice also involves the student setting goals in relation to improving their work practice. A story of practice is a detailed account of a piece of work that can include some or all of the following:
- An outline of the piece of work.
- A description of the skills the worker used.
- A description of the attitude the worker displayed while performing the task.
- The knowledge that was used to help the person perform the task.
- An explanation of the approach the worker used to perform the task (i.e. person centred care).
- The strengths displayed by the worker and any challenges encountered.
- How any challenges were overcome
- Description of attempts to try new skills and the outcomes that were achieved.
- The things the worker learnt from the experience.
- Feedback from other people involved.
- The things the worker would do differently next time and the things the worker would do again.
PROGRAM DESIGN, DEVELOPMENT, DELIVERY AND EVALUATION
Students will design and develop a leisure and health program for individuals and groups within a hypothetical aged care facility. This includes researching and recommending a minimum of 15 different types of activities that meet the needs and preferences of individuals and groups. Students are also required to develop an evaluation framework for the program using best practice approaches. Students get to test their skills through the completion of 120 hours of work experience in the facility’s leisure and health program under supervision. The 120 hours are completed progressively throughout the duration of the course.