Uls BHS Tesda

BARANGAY HEALTH SERVICES II COURSE DESIGN
Table of Contents
Page A. B. Course Design................................................................................................1-7 Modules of Instruction................................................................................8-111 BASIC COMPETE CIES MOD!"ES...............................................................8 Partici#ating in $or%#lace Co&&unication............................................'-1( $or%ing in a Tea& En)iron&ent..........................................................1*-1+ Practicing Career Professionalis&.......................................................17-,Practicing Occu#ational .ealt/ and Safet0 Procedures......................,1-,1 COMPETE CIES MOD!"ES..................................................................,+
COMMO
I&#le&enting and &onitor infection control #olicies and #rocedures. .,7-(2es#onding effecti)el0 to difficult3c/allenging 4e/a)ior.......................(1-(* A##l0ing 4asic first aid..........................................................................(1-(8 Maintaining /ig/ standards of #atient ser)ices....................................('-*(
CO2E COMPETE CIES MOD!"ES.............................................................** $or%ing 5it/in a co&&unit0 de)elo#&ent fra&e5or%.........................*1-1Pre#aring for 5or% in t/e co&&unit0....................................................11-17 Su##orting co&&unit0 resources.........................................................18-++ Pro)iding #ri&ar03residential care........................................................+7-7, Su##orting co&&unit0 #artici#ation.....................................................7(-77 2ecruiting and coordinating )olunteers................................................78-8, 2es#onding /olisticall0 to client issues................................................8(-'* De)elo#ing and #ro)iding /ealt/ education #rogra& in t/e co&&unit0. .'11-1 I&#le&enting /ealt/ #ro&otion and co&&unit0 inter)entions.........1-,-111
COURSE DESIGN
COURSE TITLE NO#INAL DURATION 6 6 Barangay Health Ser !"e NC II $%& Ho'rs
COURSE DESCRI(TION 6 T/e course is designed to de)elo# t/e %no5ledge7 s%ills and attitudes of Baranga0 .ealt/ Ser)ice C II in accordance 5it/ industr0 standards. It co)ers core co&#etencies to6 5or% 5it/in a /olistic co&&unit0 de)elo#&ent fra&e5or%7 #re#are for 5or%er in t/e co&&unit0 ser)ice industr07 su##ort co&&unit0 resources7 #ro)ide #ri&ar0 residential care7 su##ort co&&unit0 #artici#ations7 recruit and coordinate #ro8ect and i&#le&ent /ealt/ #ro&otion and co&&unit0 inter)ention. ENTRY RE)UIRE#ENTS6 Trainees or students 5is/ing to enroll in t/is course 9ualification s/ould #ossess t/e follo5ing re9uire&ents6 1+ 0ears old and a4o)e Must #ass t/e traina4ilit03a#titude test Can co&&unicate effecti)el0 4ot/ orall0 and in 5ritten for& P/0sicall07 e&otionall0 and &entall0 fit Can #erfor& 4asic &at/e&atical co&#utation Prefera4l0 4ased in a certain 4aranga0 $it/ good re#utation in t/e co&&unit0
T/is list does not include s#ecific institutional re9uire&ents suc/ as educational attain&ent7 a##ro#riate 5or% e:#erience7 and ot/ers t/at &a0 4e re9uired of t/e trainees 40 t/e sc/ool or training center deli)er0 t/is T;ET #rogra&.
CBC Baranga0 .ealt/ Ser)ices C II
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COURSE STRUCTURE*
BASIC CO#(ETENCIES
+,% ho'rsUn!ts of Co./eten"y #o0'le T!tle Learn!ng O't"o.es No.!nal D'rat!on
1. Partici#ate in 5or%#lace co&&unication
1.1 Partici#ating in 5or%#lace co&&unication
,. $or% in a tea& en)iron&ent
(. Practice career #rofessionalis&
*. Practice occu#ational /ealt/ and safet0 #rocedures
1.1.1 O4tain and con)e0 5or%#lace infor&ation 1.1., Partici#ate in 5or%#lace &eeting and discussion 1.1.( Co&#lete rele)ant 5or%related docu&ents ,.1 $or%ing in a ,.1.1 Descri4e and identif0 tea& tea& role and res#onsi4ilit0 en)iron&ent ,.1., Identif0 o5n role and res#onsi4ilit0 5it/in tea& ,.1.( $or% as a tea& &e&4er (.1 Practicing (.1.1 Integrate #ersonal career o48ecti)es 5it/ #rofessionalis& organi<ational goals. (.1., Set and &eet 5or% #riorities. (.1.( Maintain #rofessional gro5t/ and de)elo#&ent. *.1 Practicing *.1.1 Identif0 /a<ards and ris%s occu#ational *.1., E)aluate /a<ards and ris%s. /ealt/ and *.1.( Control /a<ards and ris%s. safet0 *.1.* Maintain occu#ational /ealt/ #rocedure and safet0 a5areness.
* /ours
* /ours
+ /ours
1, /ours
CO##ON CO#(ETENCIES
+1, ho'rsUn!ts of Co./eten"y #o0'le T!tle Learn!ng O't"o.es No.!nal D'rat!on
1. I&#le&ent and 1.1 I&#le&enting &onitor and &onitoring infection control infection #olicies and control #olicies #rocedures and #rocedures
1.1.1 Pro)ide infor&ation to t/e 5or% grou# a4out t/e organi<ation=s infection control #olicies and #rocedures 1.1., Integrate t/e organi<ation=s infection control #olic0 and #rocedure into 5or% #ractices. 1.1.( Monitor infection control #erfor&ance and i&#le&ent i&#ro)e&ents in #ractices.
1- /ours
-,-
Un!ts of Co./eten"y
#o0'le T!tle
Learn!ng O't"o.es
No.!nal D'rat!on
,. 2es#ond effecti)el0 to difficult3 c/allenging 4e/a)ior (. A##l0 4asic first aid
,.1 2es#onding effecti)el0 to difficult3 c/allenging 4e/a)ior (.1 A##l0ing 4asic first aid
*. Maintain /ig/ standard of #atient ser)ices
*.1 Maintaining /ig/ standard of #atient ser)ices
,.1.1 Plan res#onses ,.1., A##l0 a##ro#riate res#onses ,.1.( 2e#ort and re)ie5 incident3s (.1.1 Assess t/e situation (.1., A##l0 4asic first aid tec/ni9ues (.1.( Co&&unicate details of t/e incident3e)ent *.1.1 Co&&unicate a##ro#riatel0 5it/ client3#atients *.1., Esta4lis/ and &aintain good inter#ersonal relations/i# 5it/ clients3#atients *.1.( Act in a res#ectful &anner at all ti&es *.1.* E)aluate o5n 5or% to &aintain /ig/ standard of client3#atient ser)ices
1- /ours
1, /ours
1- /ours
CORE CO#(ETENCIES
+12, ho'rsUn!ts of Co./eten"y #o0'le T!tle Learn!ng O't"o.es No.!nal D'rat!on
1. $or% 5it/in a co&&unit0 de)elo#&ent fra&e5or%
1.1 $or%ing 5it/in a co&&unit0 de)elo#&ent fra&e5or%
1.1.1. O#erate 3 5or% 5it/in a co&&unit0 de)elo#&ent fra&e5or% 1.1.,. $or% 5it/ indi)iduals and grou#s to ac/ie)e co&&unit0 de)elo#&ent outco&es 1.1.(. Address indi)idual issues arising 5/en 5or%ing 5it/in a co&&unit0 de)elo#&ent fra&e5or% 1.1.*. $or% effecti)el0 5it/ di)ersit0 in t/e co&&unit0 ,.1.1 Access industr0 infor&ation and a##lica4le local and national legislati)e guidelines ,.1., Identif0 future career3occu#ations o##ortunities in t/e co&&unit0 ,.1.( $or% in a tea& at all ti&es
+- /ours
,. Pre#are for 5or% in t/e co&&unit0 ser)ice industr0
,.1 Pre#aring for 5or% in t/e co&&unit0 ser)ice industr0
(, /ours
-(-
Un!ts of Co./eten"y
#o0'le T!tle
Learn!ng O't"o.es
No.!nal D'rat!on
(.
Su##ort co&&unit0 resources
(.1 Su##orting co&&unit0 resources
(.1.1 De)elo# an infor&ation 4ase of co&&unit0 resources (.1., Esta4lis/ a 5or%ing relations/i# 5it/ %e0 #eo#le (.1.( A##l0 strategies for lin%ing #eo#le (.1.* Maintain co&&unit0 facilities and resources *.1.1 Outline ter&s of #lace&ent 5it/ client in care *.1., Pro)ide 3 &o4ili<e do&estic Su##ort *.1.( Pro)ide for client education7 su##ort and de)elo#&ent *.1.* Contri4ute to reintegration of client 1.1.1. $or% 5it/ indi)iduals 3 grou#s3 co&&unit0 to #ro&ote #artici#ation 1.1.,. Su##ort e:isting co&&unit0 acti)ities +.1.1 Identif0 t/e needs and roles for )olunteers in t/e co&&unit0 organi<ation3s. +.1., 2ecruit )olunteers +.1.( Orient )olunteers to t/e organi<ation3s +.1.* Monitor #erfor&ance of )olunteers 7.1.1 E)aluate t/e range of issues i&#acting on t/e client and on t/e deli)er0 of a##ro#riate ser)ice 7.1., Deter&ine t/e course of action to 4e follo5ed 7.1.( Esta4lis/ inter#ersonal relations/i# 5it/ t/e client t/at 5ill ena4le all issues to 4e address 7.1.* Pro)ide a 4rief inter)ention as re9uired 7.1.1 2es#ond a##ro#riatel0 to #eo#le 5/o are )ulnera4le and at significant ris% 7.1.+ E)aluate effecti)eness of ser)ices #ro)ided to &eet client needs
1- /ours
*. Pro)ide #ri&ar0 3 residential care
*.1 Pro)iding #ri&ar03 residential care
+- /ours
1.
Su##ort co&&unit0 #artici#ation
1.1. Su##orting co&&unit0 #artici#ation
1- /ours
+.
2ecruit and coordinate )olunteers
+.1 2ecruiting and coordinating )olunteers
+- /ours
7.
2es#ond /olisticall0 to client issues
7.1 2es#onding /olisticall0 to client issues
+- /ours
-*-
Un!ts of Co./eten"y
#o0'le T!tle
Learn!ng O't"o.es
No.!nal D'rat!on
8.
De)elo# and #ro)ide /ealt/ education #rogra& in t/e co&&unit0 I&#le&ent /ealt/ #ro&otion and co&&unit0 inter)ention
8.1 De)elo#ing and #ro)iding /ealt/ education in t/e co&&unit0 '.1 I&#le&enting /ealt/ #ro&otion and co&&unit0 inter)ention
'.
8.1.1 De)elo# t/e /ealt/ education #rogra& 8.1., Organi<e t/e #artici#ants in t/e #rogra& 8.1.( Coordinate t/e /ealt/ teac/ing #rogra& '.1.1 Identif0 co&&unit0 issues in #re)enti)e /ealt/ care '.1., $or%ing 5it/in t/e educational fra&e5or% of /ealt/ #ro&otion '.1.( Identif0 t/e /ealt/ #rogra&3 acti)it0 re9uired '.1.* Pre#are #rogra& 3 acti)it0 #lan '.1.1 Deli)er #rogra& 3 acti)it0 '.1.+ E)aluate #rogra& 3 acti)it0
+- /ours
+- /ours
RESOURCES* E3'!/.ent $eig/ing scale O:0gen gauges O:0gen tan%s Blood #ressure a##aratus Stet/osco#e A&4u 4ag Cardiac 4oard Ca4inets >steel? for records Tools4a""essor!es Mon%e0 5renc/ Scre5 dri)er @las/lig/t 2adio#/one S'//l!es an0 .ater!als @irst Aid Ait cotton 4alls gau<e elastic 4andage 1 inc/ B inc/ #laster force#s scissors suction cat/eter t/er&o&eter #enlig/t s#lints
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Drugs A&&onia Antise#tic solution .0drogen #ero:ide Betadine 7-C alco/ol Anti#uretics Oresol-anti- disorder Office Su##lies Bond #a#ers @older Ball#en3#encil Pa#er cli#s utrition c/art Dro5t/ c/art Manila #a#er @or&s >for #atient=s record? Office Su##lies Broo&5 Ta&4o7 Tingting @loor &o# Soa#3detergent $aste cans >color coded? Basins
ASSESS#ENT #ETHODS* O4ser)ation and oral 9uestioning O4ser)ation of #erfor&ance De&onstration and oral 9uestioning Practical e:a&ination Case 5or% re#orts Inter)ie5 T/ird #art0 re#ort Portfolio "ecturette 2ole #la0ing COURSE DELIVERY* "ecture3Dscussion De&onstration Case studies @il& s/o5ing @ield )isitation to local 4aranga0 Si&ulation of 5or% #lace On t/e 8o4 training and #ractice Assign&ent $or% #lans and sc/edules
CBC Baranga0 .ealt/ Ser)ices C II -7-
2ole #la0
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TRAINERS )UALI6ICATIONS 7 HEALTH SERVICE SECTOR BARANGAY HEALTH SERVICES 8 NC II TRAINER )UALI6ICATION +T) II Must 4e a licensed doctor7 registered nurse or certified e&ergenc0 &edical tec/nician or certified &id5ife 5it/ 4ac%ground3orientation on /ealt/ care ser)ices Must /a)e undergone training in Training Met/odolog0 II >TM II? Must 4e &entall07 e&otionall0 and #/0sicall0 fit Must 4e of good &oral c/aracter Must /a)e at least , 0ears e:#erience in t/e /ealt/ ser)ice industr0
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#ODULES O6 INSTRUCTION
BASIC CO#(ETENCIES
BARANGAY HEALTH SERVICES NC II
BASIC COMPETE CE MOD!"E TIT"E
6 6
(ARTICI(ATE IN 9OR:(LACE CO##UNICATIONS (ARTICI(ATING IN 9OR:(LACE CO##UNICATIONS T/is &odule co)ers t/e %no5ledge7 s%ills and attitudes re9uired to o4tain7 inter#ret and con)e0 infor&ation in res#onse to 5or%#lace re9uire&ents. * /ours 2ecei)e and 2es#ond to $or%#lace Co&&unication. > CI?
MOD!"E DESC2IPTO2 6
OMI A" D!2ATIO P2E2EF!ISITE
6 6
S!MMA2E O@ "EA2 I D O!TCOMES6 !#on co&#letion of t/is &odule7 t/e students3 trainees &ust 4e a4le to6 "O1. O4tain and con)e0 5or%#lace infor&ation "O,. Co&#lete rele)ant 5or% related docu&ents. "O(. Partici#ate in 5or%#lace &eeting and discussion.
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"O1. OBTAIN AND CONVEY 9OR:(LACE IN6OR#ATION ASSESSME T C2ITE2IA6 1. S#ecific rele)ant infor&ation is accessed fro& a##ro#riate sources. ,. Effecti)e 9uestioning and acti)e listening and s#ea%ing are used to gat/er and con)e0 infor&ation. (. A##ro#riate &ediu& is used to transfer infor&ation and ideas. *. A##ro#riate non-)er4al co&&unication is used. 1. A##ro#riate lines of co&&unication 5it/ su#eriors and colleagues are identified and follo5ed. +. Defined 5or% #rocedures for t/e location and storage of infor&ation are used. 7. Personnel interaction is carried out clearl0 and concisel0. CO TE TS6 Parts of s#eec/ Sentence construction Effecti)e co&&unication CO DITIO 6 T/e students3 trainees &ust 4e #ro)ided 5it/ t/e follo5ing6 $riting &aterials >#en G #a#er? 2eferences >4oo%s? Manuals MET.ODO"ODIES6 Drou# discussion3interaction Assign&ent &et/od Co&#etenc0-4ased learning &aterials &et/od ASSESSME T MET.ODS6 $ritten test Practical #erfor&ance test Inter)ie5
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"O,. CO#(LETE RELEVANT 9OR: RELATED DOCU#ENTS ASSESSME T C2TE2IA6 1. 2anges of for&s relating to conditions of e&#lo0&ent are co&#leted accuratel0 and legi4l0. ,. $or%#lace data is recorded on standard 5or%#lace for&s and docu&ents. (. Basic &at/e&atical #rocess is used for routine calculations. *. Errors in recording infor&ation on for&s. Docu&ents are identified and rectified. 1. 2e#orting re9uire&ents to su#erior are co&#leted according to enter#rise guidelines. CO TE TS6 Basic &at/e&atics Tec/nical 5riting T0#es of for&s CO DITIO 6 T/e students3trainees &ust 4e #ro)ided 5it/ t/e follo5ing6 Pa#er Pencils 3 4all #en 2eference 4oo%s Manuals MET.ODO"ODIES6 Drou# discussion3Interaction Assign&ent &et/od Co&#etenc0-4ased learning &aterials &et/od ASSESSME T MET.ODS6 $ritten test PracticalH #erfor&ance test Inter)ie5
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"O(. (ARTICI(ATE IN 9OR:(LACE #EETING AND DISCUSSION ASSESSME T C2ITE2IA6 1. Tea& &eetings are attended on ti&e. ,. O5n o#inions are clearl0 e:#ressed and t/ose of ot/ers are listened to 5it/out interru#tion. (. Meeting in#uts are consistent 5it/ t/e &eeting #ur#ose and esta4lis/ #rotocols. *. $or%#lace interaction are conducted in a courteous &anner a##ro#riate to cultural 4ac%ground and aut/orit0 in t/e enter#rise #rocedures. 1. Fuestions a4out si&#le routine 5or%#lace #rocedures and &atters concerning conditions of e&#lo0&ent are as%ed and res#onded. +. Meeting outco&es are inter#reted and i&#le&ented. CO TE TS6 Sentence construction Tec/nical 5riting 2ecording infor&ation CO DITIO 6 T/e students3trainees &ust 4e #ro)ided 5it/ t/e follo5ing6 Pa#er Pencils34all #en 2eferences >4oo%s? Manuals MET.ODO"ODIES6 Drou# discussions3interaction Assign&ent &et/od Co&#etenc0-4ased learning &aterials &et/od ASSESSME T MET.ODS6 $ritten test Practical 3 #erfor&ance test Inter)ie5
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6 6
9OR: IN A TEA# ENVIRON#ENT 9OR:ING IN A TEA# ENVIRON#ENT T/is &odule co)ers t/e %no5ledge7 s%ills7 and attitudes re9uired in order to relate in a 5or%-4ased en)iron&ent. * /ours C II TEAM$O2A > C I?
MOD!"E DESC2IPTO2 6 OMI A" D!2ATIO F!A"I@ICATIO P2E2EF!ISITE 6
"E;E" 6 6
S!MMA2E O@ "EA2 I D O!TCOMES6 !#on co&#letion of t/is &odule t/e students3 trainees &ust 4e a4le to6 "O1. Descri4e and identif0 tea& role and res#onsi4ilit0 in a tea&. "O,. Descri4e 5or% as a tea&.
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"O1. DESCRIBE AND IDENTI6Y TEA# ROLE AND RES(ONSIBILITY IN A TEA# ASSESSME T C2ITE2IA6 1. ,. (. *. 1. 2ole and o48ecti)e of t/e tea& is identified. Tea& #ara&eters7 relations/i#s and res#onsi4ilities are identified. Indi)idual role and res#onsi4ilities 5it/in tea& en)iron&ent are identified. 2oles and res#onsi4ilities of ot/er tea& &e&4ers are identified and recogni<ed. 2e#orting relations/i#s 5it/in tea& and e:ternal to tea& are identified.
CO TE TS6 Tea& role. 2elations/i# and res#onsi4ilities 2ole and res#onsi4ilities 5it/ tea& en)iron&ent. 2elations/i# 5it/in a tea&.
CO DITIO 6 T/e students3 trainees &ust 4e #ro)ided 5it/ t/e follo5ing6 SOP of 5or%#lace Io4 #rocedures Client 3 su##lier instructions Fualit0 standards Organi<ational or e:ternal #ersonnel MET.ODO"ODIES6 Drou# discussion3interaction Case studies Si&ulation ASSESSME T MET.ODS6 $ritten test O4ser)ation Si&ulation 2ole #la0ing
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"O,. DESCRIBE 9OR: AS A TEA# #E#BER ASSESSME T C2ITE2IA6 1. A##ro#riate for&s of co&&unication and interactions are underta%en. ,. A##ro#riate contri4utions to co&#le&ent tea& acti)ities and o48ecti)es 5ere &ade. (. 2e#orting using standard o#erating #rocedures follo5ed. *. De)elo#&ent of tea& 5or% #lans 4ased fro& role tea& 5ere contri4uted. CO TE TS6 Co&&unication #rocess Tea& structure 3 tea& roles Drou# #lanning and decision &a%ing CO DITIO 6 T/e students I trainees &ust 4e #ro)ided 5it/ t/e follo5ing6 SOP of 5or%#lace Io4 #rocedures Organi<ation or e:ternal #ersonnel MET.ODO"ODIES6 Drou# discussion3interaction Case studies Si&ulation ASSESSME T MET.ODS6 O4ser)ation of 5or% acti)ities O4ser)ation t/roug/ si&ulation or role #la0 Case studies and scenarios.
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6 6
(RACTICE CAREER (RO6ESSIONALIS# (RACTICING CAREER (RO6ESSIONALIS# T/is &odule co)ers t/e %no5ledge7 s%ills and attitudes in #ro&oting career gro5t/ and ad)ance&ent7 s#ecificall0J to integrate #ersonal o48ecti)es 5it/ organi<ational goals set and &eet 5or% #riorities and &aintain #rofessional gro5t/ and de)elo#&ent. + /ours
MOD!"E DESC2IPTO2 6
OMI A" D!2ATIO
S!MMA2E O@ "EA2 I D O!TCOMES6 !#on co&#letion of t/is &odule7 t/e trainee3student &ust 4e a4le to6 "O1. Integrate #ersonal o48ecti)es 5it/ organi<ational goals "O,. Set and &eet 5or% #riorities "O(. Maintain #rofessional gro5t/ and de)elo#&ent
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"O1. INTEGRATE (ERSONAL OB;ECTIVES 9ITH ORGANI<ATIONAL GOALS ASSESSME T C2ITE2IA6 1. Personal gro5t/ and 5or% #lans to5ards i&#ro)ing t/e 9ualifications set for #rofessionalis& are ac/ie)ed. ,. Intra- and inter#ersonal relations/i# in t/e course of &anaging oneself 4ased on #erfor&ance e)aluation is &aintained. (. Co&&it&ent to t/e organi<ation and its goal is de&onstrated in t/e #erfor&ance of duties. *. Practice of a##ro#riate #ersonal /0giene is o4ser)ed. 1. Io4 targets 5it/in %e0 result areas are attained. CO TE TS6 Personal De)elo#&ent-Social As#ects6 Intra and Inter#ersonal De)elo#&ent Organi<ational Doals Personal .0giene and Practices Code of Et/ics
CO DITIO 6 T/e students3trainees &ust 4e #ro)ided 5it/ t/e follo5ing6 $or%#lace Code of Et/ics Organi<ational Doals .and outs and PD-Social As#ects CD=s7 ;.S ta#es7 trans#arencies MET.ODO"ODIES6 Drou# discussion3interaction Si&ulation De&onstration3#ractical /ands-on e:ercises Co&#etenc0-4ased learning &aterials &et/od
ASSESSME T MET.ODS6 2ole #la0 Inter)ie5 $ritten e:a&ination
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"O,.
SET AND #EET 9OR: (RIORITIES
ASSESSME T C2ITE2IA6 1. Co&#eting de&ands to ac/ie)e #ersonal7 tea& and organi<ational goals and o48ecti)es are #rioriti<ed. ,. 2esources are utili<ed efficientl0 and effecti)el0 to &anage 5or% #riorities and co&&it&ents. (. Practices and econo&ic use and &aintenance of e9ui#&ent and facilities are follo5ed as #er esta4lis/ed #rocedures. *. Io4 targets 5it/in %e0 result areas are attained. CO TE TS6 Organi<ational A2As $or% ;alues and Et/ical Standards Co&#an0 #olicies on t/e use and &aintenance of e9ui#&ent CO DITIO 6 T/e students3 trainees &ust 4e #ro)ided 5it/ t/e follo5ing Organi<ational A2A $or% )alues and et/ics Co&#an0 #olicies and standards Sa&#le 8o4 targets "earning Duides CD=s7 ;.S ta#es7 trans#arencies MET.ODO"ODIES6 Drou# discussion3interaction Structured acti)it0 De&onstration3#ractical /ands-on e:ercises Co&#etenc0-4ased learning &aterials &et/od
ASSESSME T MET.ODS6 2ole #la0 Inter)ie5 $ritten e:a&ination
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"O(. #AINTAIN (RO6ESSIONAL GRO9TH AND DEVELO(#ENT ASSESSME T C2ITE2IA6 1. Training and career o##ortunities rele)ant to t/e 8o4 re9uire&ents are identified and a)ailed. ,. "icenses and3or certifications according to t/e re9uire&ents of t/e 9ualifications are ac9uired and &aintained (. @unda&ental rig/ts at 5or% including gender sensiti)it0 are &anifested3o4ser)ed *. Training and career o##ortunities 4ased on t/e re9uire&ents of industr0 are co&#leted and u#dated. CO TE TS6 Fualification Standards Dender and De)elo#&ent >DAD? Sensiti)it0 Professionalis& in t/e $or%#lace "ist of Professional "icenses
CO DITIO 6 T/e students3 trainees &ust 4e #ro)ided 5it/ t/e follo5ing6 Fualit0 Standards DAD /andouts CD=s7 ;.S ta#es on Professionalis& in t/e $or%#lace Professional "icenses sa&#les MET.ODO"ODIES6 Drou# discussion3interaction @il& )ie5ing 2ole #la03si&ulation ASSESSME T MET.ODS6 De&onstration Inter)ie5 $ritten e:a&ination Portfolio assess&ent
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6 6
(RACTICE OCCU(ATIONAL HEALTH AND SA6ETY (ROCEDURES (RACTICING OCCU(ATIONAL HEALTH AND SA6ETY (ROCEDURES T/is &odule co)ers t/e %no5ledge7 s%ills and attitudes re9uired to co&#l0 5it/ t/e regulator0 and organi<ational re9uire&ents for occu#ational /ealt/ and safet0 suc/ as identif0ing7 e)aluating and &aintaining O. G S a5areness. 1, /ours
MOD!"E DESC2IPTO2 6
OMI A" D!2ATIO
S!MMA2E O@ "EA2 I D O!TCOMES6 !#on co&#letion of t/is &odule7 t/e trainee3student &ust 4e a4le to6 "O1. Identit0 /a<ards and ris%s "O,. E)aluate /a<ards and ris%s "O(. Control /a<ards and ris%s "O*. Maintain occu#ational /ealt/ and safet0 a5areness
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"O1. IDENTI6Y HA<ARDS AND RIS:S ASSESSME T C2ITE2IA6 1. $or%#lace /a<ards and ris%s are identified and clearl0 e:#lained. ,. .a<ards32is%s and its corres#onding indicators are identified in 5it/ t/e co&#an0 #rocedures. (. Contingenc0 &easures are recogni<ed and esta4lis/ed in accordance 5it/ organi<ational #rocedures. CO TE TS6 .a<ards and ris%s identification and control Organi<ational safet0 and /ealt/ #rotocol T/res/old li&it )alue >T";? O.S indicators
CO DITIO 6 T/e students3 trainees &ust 4e #ro)ided 5it/ t/e follo5ing6 $or%#lace PPE "earning Duides .andouts Organi<ational Safet0 and .ealt/ Protocol O.S Indicators T/res/old "i&it ;alue .a<ards32is% Identification and Control CD=s7 ;.S ta#es7 trans#arencies MET.ODO"ODIES6 Drou# discussion3Interaction Si&ulation S0&#osiu& Drou# d0na&ics
ASSESSME T MET.ODS6 Situation anal0sis Inter)ie5 Practical e:a&ination $ritten e:a&ination
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"O,. EVALUATE HA<ARDS AND RIS:S ASSESSME T C2ITE2IA6 1. Ter&s of &a:i&u& tolera4le li&its are identified 4ased on t/res/old li&it )alues >T";? ,. Effects of /a<ards are deter&ined. (. O.S issues and concerns are identified in accordance 5it/ 5or%#lace re9uire&ents and rele)ant 5or%#lace O.S legislation. CO TE TS6 T"; ta4le P/il O.S Standards Effects of /a<ards in t/e 5or%#lace Ergono&ics E&#lo0ees Co&#ensation Co&&ission >ECC? regulations
CO DITIO 6 The students/trainees must be provided with the following .andout on - P/il. O.S Standards - Effects of /a<ards in t/e 5or%#lace - Ergono&ics - ECC regulations T"; Ta4le CD=s7 ;.S ta#es7 trans#arencies MET.ODO"ODIES6 Drou# discussion3interaction Situation anal0sis S0&#osiu& @il& )ie5ing Drou# d0na&ics
ASSESSME T MET.ODS6 Inter)ie5 $ritten e:a&ination Si&ulation
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"O(. CONTROL HA<ARDS AND RIS:S ASSESSME T C2ITE2IA6 1. O.S #rocedures for controlling /a<ards and ris% are strictl0 follo5ed. ,. Procedures in dealing 5it/ 5or%#lace accidents7 fire and e&ergencies are follo5ed in accordance 5it/ t/e organi<ation=s O.S #olicies. (. Personal #rotecti)e e9ui#&ent is correctl0 used in accordance 5it/ organi<ation=s O.S #rocedures and #ractices. *. Procedures in #ro)iding a##ro#riate assistance in t/e e)ent of 5or%#lace e&ergencies are identified in line 5it/ t/e esta4lis/ed organi<ational #rotocol. CO TE TS6 Safet0 2egulations Clean Air Act Electrical and @ire Safet0 Code $aste &anage&ent Disaster Pre#aredness and Manage&ent Contingenc0 Measures and Procedures
CO DITIO 6 The students/trainees must be provided with the following: .andouts on - Safet0 2egulations - Clean Air Act - Electrical and @ire Safet0 Code - $aste &anage&ent - Disaster Pre#aredness and Manage&ent - Contingenc0 Measures and Procedures - O.S Personal 2ecords PPE CD=s7 ;.S ta#es7 trans#arencies MET.ODO"ODIES6 Drou# discussion3interaction S0&#osiu& @il& )ie5ing Drou# d0na&ics Self #ace
ASSESSME T MET.ODS6 $ritten Inter)ie5 Case3situation anal0sis Si&ulation

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"O*.
#AINTAIN OCCU(ATIONAL HEALTH AND SA6ETY A9ARENESS
ASSESSME T C2ITE2IA6 1. Procedures in e&ergenc0 related drill are strictl0 follo5ed in line 5it/ t/e esta4lis/ed organi<ation guidelines and #rocedures. ,. O.S #ersonal records are filled u# in accordance 5it/ 5or%#lace re9uire&ents. (. PPE are &aintained in line 5it/ organi<ation guidelines and #rocedures. CO TE TS6 O#erational /ealt/ and safet0 #rocedure7 #ractices and regulations E&ergenc0-related drills and training
CO DITIO 6 T/e students3trainees &ust 4e #ro)ided 5it/ t/e follo5ing6 $or%#lace PPE O.S #ersonal records CD=s7 ;.S ta#es7 trans#arencies .ealt/ record
MET.ODO"ODIES6 Drou# discussion3interaction Si&ulation S0&#osiu& @il& )ie5ing Drou# d0na&ics
ASSESSME T MET.ODS6 De&onstration Inter)ie5 $ritten e:a&ination Portfolio assess&ent
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CO##ON CO#(ETENCIES
! IT O@ COMPETE CE 6 MOD!"E TIT"E MOD!"E DESC2IPTIO 6 6
I#(LE#ENT AND #ONITOR IN6ECTION CONTROL (OLICIES AND (ROCEDURES I#(LE#ENTING AND #ONITORING IN6ECTION CONTROL (OLICIES AND (ROCEDURES T/is unit is concerned 5it/ infection control res#onsi4ilities of e&#lo0ees 5it/ su#er)isor0 accounta4ilit0 to i&#le&ent and &onitor infection control #olic0 and #rocedures in a s#ecific 5or% unit or tea& 5it/in an organi<ation. T/is unit does not a##l0 to a role 5it/ organi<ation-5ide res#onsi4ilities for infection control #olic0 and #rocedure de)elo#&ent7 i&#le&entation or &onitoring. 1- /ours
OMI A" D!2ATIO
S!MMA2E O@ "EA2 I D O!TCOMES6 !#on co&#letion of t/is &odule7 t/e trainee3student &ust 4e a4le to6 "O1. Pro)ide infor&ation to t/e 5or% grou# a4out t/e organi<ation=s infection control #olicies and #rocedures "O,. Integrate t/e organi<ation=s infection control #olic0 and #rocedure into 5or% #ractices "O(. Monitor infection control #erfor&ance and i&#le&ent i&#ro)e&ents in #ractices
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"O1. (ROVIDE IN6OR#ATION TO THE 9OR: GROU( ABOUT THE ORGANI<ATION=S IN6ECTION CONTROL (OLICIES AND (ROCEDURES ASSESSME T C2ITE2IA6 1. 2ele)ant infor&ation a4out t/e organi<ation=s infection control #olic0 and #rocedures7 and a##lica4le industr0 codes of #ractice are accuratel0 and clearl0 e:#lained to t/e 5or% grou#. ,. Infor&ation a4out identified /a<ards and t/e outco&es of infection ris% assess&ents is regularl0 #ro)ided to t/e 5or% grou#. (. O##ortunit0 is #ro)ided for t/e 5or% grou# to see% furt/er infor&ation on 5or%#lace infection control issues and #ractices. CO TE T6 Infection control #olic0 and #rocedures and rele)ant industr0 codes of #ractice
CO DITIO S6 Students3 trainees &ust 4e #ro)ided 5it/ t/e follo5ing6 $or%#lace location Tools and e9ui#&ent a##ro#riate to sc/edule /ouse%ee#ing acti)ities and to &onitor and &aintain 5or%ing condition Material rele)ant to t/e #ro#osed acti)it0 and tas%s
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"O,. INTEGRATE THE ORGANI<ATION=S IN6ECTION CONTROL (OLICY AND (ROCEDURE INTO 9OR: (RACTICES ASSESSME T C2ITE2IA6 1. Infection control #olic0 and #rocedures are i&#le&ented 40 su#er)isor and &e&4ers of t/e 5or% grou#. ,. "iaison is &aintained 5it/ #erson res#onsi4le for organi<ation-5ide infection control. (. T/e Su#er)isor=s coac/ing su##ort ensures t/at indi)iduals3tea&s are a4le to i&#le&ent infection control #ractices. *. $or% #rocedures are ado#ted to reflect a##ro#riate infection control #ractice. 1. Issues raised t/roug/ consultation are dealt 5it/ and resol)ed #ro&#tl0 or referred to t/e a##ro#riate #ersonnel for resolution. +. $or%#lace #rocedures for dealing 5it/ infection control ris%s and /a<ardous e)ents are i&#le&ented 5/ene)er necessar0. 7. E&#lo0ees are encouraged to re#ort infection ris%s and to i&#ro)e infection control #rocedures. CO TE TS6 Infection control #olic0 and #rocedures Manage&ent s0ste&s and #rocedures for infection control. Trans&ission and control of Co&&unica4le diseases 2is% control &easures
CO DITIO S6 Students3trainees &ust 4e #ro)ided 5it/ t/e follo5ing6 $or%#lace location Tools and e9ui#&ent a##ro#riate to sc/edule /ouse%ee#ing acti)ities and to &onitor and &aintain 5or%ing condition Material rele)ant to t/e #ro#osed acti)it0 and tas%s
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"O(. #on!tor !nfe"t!on "ontrol /erfor.an"e an0 !./le.ent !./ro e.ents !n /ra"t!"es ASSESSME T C2ITE2IA6 1. Infection control /a<ardous e)ents are in)estigated #ro&#tl0 to identif0 t/eir cause in accordance 5it/ organi<ation #olic0 and #rocedures. ,. $or% #rocedures to control infection ris%s are &onitored to ensure co&#liance. (. $or% #rocedures are regularl0 re)ie5ed and ad8usted to ensure i&#ro)e&ents in infection control #ractice. *. Su#er)isor #ro)ides feed4ac% to tea& and indi)iduals on co&#liance issues7 c/anges in 5or% #rocedures and infection control outco&es. 1. Training in 5or% #rocedures is #ro)ided as re9uired to ensure &aintenance of infection control standards. +. Inade9uacies in 5or% #rocedures and infection control &easures are identified7 corrected or re#orted to designated personnel. 7. 2ecords of infection control ris%s and incidents are accuratel0 &aintained as re9uired. 8. Aggregate infection control infor&ation re#orts are used to identif0 /a<ards7 to &onitor an i&#ro)e ris% control &et/ods and to indicate training needs. CO TE TS6 Organi<ational #rocedures for &onitoring and training. Basic understanding of co&&unica4le disease trans&ission.
MET.ODO"ODIES6 "ecture3discussion Drou# discussion De&o return de&o @il& )ie5ing Surface learning
ASSESSME T MET.ODS6 $ritten e:a& Inter)ie53oral e:a& Practical e:a& Direct o4ser)ation
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RES(OND E66ECTIVELY TO DI66ICULT4CHALLENGING BEHAVIOR RES(ONDING E66ECTIVELY TO DI66ICULT4CHALLENGING BEHAVIOR T/is unit co)ers t/e %no5ledge7 s%ills and attitudes to effecti)el0 res#ond to difficult or c/allenging 4e/a)ior of #atient. 1- /ours
OMI A" D!2ATIO
S!MMA2E O@ "EA2 I D O!TCOMES6 !#on co&#letion of t/is &odule7 t/e trainee3student &ust 4e a4le to6 "O1. Plan res#onses "O,. A##l0 res#onse "O(. 2e#ort and re)ie5 incidents
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"O1. (LAN RES(ONSES ASSESSME T C2ITE2IA6 1. 2es#onses are #lanned to instances of difficult or c/allenging 4e/a)ior to &a:i&i<e t/e a)aila4ilit0 of ot/er a##ro#riate staff and resources. ,. S#ecific &anifestations of difficult or c/allenging 4e/a)ior are identified and strategies a##ro#riate to t/ese 4e/a)iors are #lanned as re9uired. (. Safet0 of self and ot/ers is gi)en #riorit0 in res#onding to difficult or c/allenging 4e/a)ior according to institutional #olicies and #rocedures. CO TE TS6 OS. and issues relating to difficult and c/allenging 4e/a)ior Institutional #olicies7 #rocedures and strategies in dealing 5it/ difficult and c/allenging 4e/a)ior
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"O,. A((LY RES(ONSE ASSESSME T C2ITE2IA6 1. Difficult or c/allenging 4e/a)ior is dealt 5it/ #ro&#tl07 fir&l0 and di#lo&aticall0 in accordance 5it/ institutional #olic0 and #rocedures. ,. Co&&unication is used effecti)el0 to ac/ie)e t/e desired outco&es in res#onding to difficult or c/allenging 4e/a)ior. (. A##ro#riate strategies are selected to suit #articular instances of difficult or c/allenging 4e/a)ior. *. E&#lo0ees are encouraged to re#ort infection ris%s and to i&#ro)e infection control #rocedures. CO TE TS6 Dealing 5it/ difficult or c/allenging 4e/a)ior according to institutional #olic0 and #rocedures !se co&#an0 3institutional #olic0 in re#orting infection ris%s and i&#ro)ing infection control #rocedures
CO DITIO S6 Students3 trainees &ust 4e #ro)ided 5it/ t/e follo5ing6 $or%#lace location Tools and e9ui#&ent a##ro#riate to sc/edule /ouse%ee#ing acti)ities and to &onitor and &aintain 5or%ing condition Material rele)ant to t/e #ro#osed acti)it0 and tas%s
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"O(. RE(ORT AND REVIE9 INCIDENTS ASSESSME T C2ITE2IA6 1. Incidents are re#orted according to institutional #olices and #rocedures. ,. Incidents are re)ie5ed 5it/ a##ro#riate staff and suggestions a##ro#riate to area of res#onsi4ilit0 are &ade. (. De4riefing &ec/anis&s and ot/er acti)ities are used and #artici#ated in. *. Ad)ice and assistance is soug/t fro& legiti&ate sources 5/en a##ro#riate. CO TE TS6 Instructions and guidance of /ealt/ #rofessionals in)ol)ed 5it/ t/e care of #atient3client Institutional #olices and #rocedures in re#orting and re)ie5ing incidents
ASSESSME T MET.ODS6 $ritten e:a& Inter)ie53 oral e:a& Practical e:a& Direct o4ser)ation
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A((LY BASIC 6IRST AID A((LYING BASIC 6IRST AID T/is unit co)ers t/e %no5ledge7 s%ills and attitudes re9uired to #ro)ide an initial res#onse 5/ere @irst Aid is re9uired. In t/is unit it is assu&ed t/at t/e @irst Aider is 5or%ing under su#er)ision and3or according to esta4lis/ed 5or%#lace @irst Aid #rocedures and #olicies. 1, /ours C II
OMI A" D!2ATIO F!A"I@ICATIO
"E;E" 6
S!MMA2E O@ "EA2 I D O!TCOMES6 !#on co&#letion of t/is &odule7 t/e trainee3student &ust 4e a4le to6 "O1. Assess t/e situation "O,. A##l0 4asic first aid tec/ni9ues "O(. Co&&unicate details of t/e incident
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"O1. ASSESS THE SITUATION ASSESSME T C2ITE2IA6 1. P/0sical /a<ards to self and casualt0=s /ealt/ and safet0 are identified. ,. I&&ediate ris%s to self and casualt0=s occu#ational /ealt/ safet0 >OS.? are &ini&i<ed 40 controlling t/e /a<ard in accordance 5it/ OS. re9uire&ents. (. Casualt0=s )ital signs and #/0sical condition are assessed in accordance 5it/ 5or%#lace #rocedures. CO TE TS6 Basic anato&0 and #/0siolog0 Co&#an0 standard o#erating #rocedures >SOPs?
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"O,. A((LY BASIC 6IRST AID TECHNI)UES ASSESSME T C2ITE2IA6 1. @irst Aid &anage&ent is #ro)ided in accordance 5it/ esta4lis/ed @irst Aid #rocedures. ,. Casualt0 is reassured in a caring and cal& &anner and &ade co&forta4le using a)aila4le resources. (. @irst Aid assistance is soug/t fro& ot/ers in a ti&el0 &anner and as a##ro#riate. *. Casualt0=s condition is &onitored and res#onded to in accordance 5it/ effecti)e @irst Aid #rinci#les and 5or%#lace #rocedures. 1. Details of casualt0=s #/0sical condition7 c/anges in conditions7 &anage&ent and res#onse are accuratel0 recorded in line 5it/ organi<ational #rocedures. +. Casualt0 &anage&ent is finali<ed according to /is3/er needs and @irst aid #rinci#les. CO TE TS6 Basic anato&0 and #/0siolog0 Dealing 5it/ confidentialit0 Ano5ledge of t/e @irst Aiders= s%ills li&itations Consideration of t/e 5elfare of t/e casualt0 Safe &anual /andling of casualt0
CO DITIO S6 Students3 trainees &ust 4e #ro)ided 5it/ t/e follo5ing6 Defi4rillation units Pressure 4andages T/er&o&eters @irst Aid Ait E0e5as/ T/er&al Blan%ets Poc%et @ace Mas%s 2u44er Dlo)es Dressing S#ace de)ice Cer)ical Collars $or%#lace location Tools and e9ui#&ent a##ro#riate to sc/edule /ouse%ee#ing acti)ities and to &onitor and &aintain 5or%ing condition Material rele)ant to t/e #ro#osed acti)it0 and tas%s
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"O(. CO##UNICATE DETAILS O6 THE INCIDENT ASSESSME T C2ITE2IA6 1. A##ro#riate &edical assistance is re9uested using rele)ant co&&unication &edia and e9ui#&ent. ,. Details of casualt0=s condition and &anage&ent acti)ities are accuratel0 con)e0ed to e&ergenc0 ser)ices3relie)ing #ersonnel. (. 2e#orts to su#er)isors are #re#ared in a ti&el0 &anner7 #resenting all rele)ant facts according to esta4lis/ed co&#an0 #rocedures. CO TE TS6 OS. legislation and regulations Safe &anual /andling of casualt0 2e#ort #re#aration Co&&unication s%ills
CO DITIO S6 Students3 trainees &ust 4e #ro)ided 5it/ t/e follo5ing6 Mo4ile #/one Satellite #/ones .@3;.@ radio @lags @lares T5o-5a0 radio E&ail Electronic e9ui#&ent $or%#lace location Tools and e9ui#&ent a##ro#riate to sc/edule /ouse%ee#ing acti)ities and to &onitor and &aintain 5or%ing condition Material rele)ant to t/e #ro#osed acti)it0 and tas%s MET.ODO"ODIES6 "ecture3discussion Drou# discussion De&o return de&o @il& )ie5ing Surface learning
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! IT O@ COMPETE CE 6 MOD!"E TIT"E MOD!"E DESC2IPTIO OMI A" D!2ATIO F!A"I@ICATIO 6 6 6
#AINTAIN HIGH STANDARDS O6 (ATIENT SERVICES #AINTAINING HIGH STANDARDS O6 (ATIENT SERVICES T/is unit co)ers t/e %no5ledge7 s%ills and attitudes re9uired in t/e &aintenance of /ig/ standards of #atient ser)ices. 1- /ours C II
"E;E" 6
S!MMA2E O@ "EA2 I D O!TCOMES6 !#on co&#letion of t/is &odule7 t/e trainee3student &ust 4e a4le to6 "O1. Co&&unicate a##ro#riatel0 5it/ #atients "O,. Esta4lis/ and &aintain good inter#ersonal relations/i# 5it/ #atients "O(. Act in a res#ectful &anner at all ti&es "O*. E)aluate o5n 5or% to &aintain a /ig/ standard of #atient ser)ice
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"O1. CO##UNICATE A((RO(RIATELY 9ITH (ATIENTS ASSESSME T C2ITE2IA6 1. Effecti)e co&&unication strategies and tec/ni9ues are identified and used to ac/ie)e 4est #atient ser)ice outco&es. ,. Co&#laints are res#onded to in accordance 5it/ organi<ational #olic0 to ensure 4est ser)ice to #atients. (. Co&#laints are dealt 5it/ in accordance 5it/ esta4lis/ed #rocedures. *. Inter#reter ser)ices are accessed as re9uired. 1. Action is ta%en to resol)e conflicts eit/er directl07 5/ere a #ositi)e outco&e can 4e i&&ediatel0 ac/ie)ed7 or 40 referral to t/e a##ro#riate #ersonnel. +. Partici#ation in 5or% tea& is constructi)e and colla4orati)e and de&onstrates an understanding of o5n role. CO TE TS6 2oles and res#onsi4ilities of self and ot/er 5or%ers 5it/in t/e organi<ation Dealing 5it/ co&#laints and conflict
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"O,. ESTABLISH AND #AINTAIN GOOD INTER(ERSONAL RELATIONSHI( 9ITH (ATIENTS ASSESSME T C2ITE2IA6 1. 2a##ort is esta4lis/ed to ensure t/e ser)ice is a##ro#riate to and in t/e 4est interests of #atients. ,. Effecti)e listening s%ills are used to ensure a /ig/ le)el of effecti)e co&&unication and 9ualit0 of ser)ice. (. Patient concerns and needs are correctl0 identified and res#onded to res#onsi4ilit0 and accordingl0 esta4lis/ed #rocedures and guidelines. *. Effecti)eness of inter#ersonal interaction is consistentl0 &onitored and e)aluated to ensure 4est #atient ser)ice outco&es. CO TE TS6 "istening s%ills Client3#atient issues referred to a##ro#riate /ealt/ #rofessional
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"O(. ACT IN A RES(ECT6UL #ANNER AT ALL TI#ES ASSESSME T C2ITE2IA6 1. 2es#ect for differences is #ositi)el07 acti)el0 and consistentl0 de&onstrated in all 5or%. ,. Confidentialit0 and #ri)ac0 of #atients is &aintained. (. Courtes0 is de&onstrated in all interactions 5it/ #atients7 )isitors7 carers and fa&il0. *. Assistance 5it/ t/e care of #atients 5it/ c/allenging 4e/a)iors is #ro)ided in accordance 5it/ esta4lis/ed #rocedures. 1. Tec/ni9ues are used to &anage and &ini&i<e aggression. CO TE TS6 Organi<ational #olicies and #rocedures for #ri)ac0 and confidentialit0 of infor&ation #ro)ided 40 #atients and ot/ers Procedures in caring of #atients 5it/ c/allenging 4e/a)iors Tec/ni9ues in &anaging and &ini&i<ing aggression
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"O*. EVALUATE O9N 9OR: TO #AINTAIN A HIGH STANDARD O6 (ATIENT SERVICE ASSESSME T C2ITE2IA6 1. Ad)ice and assistance is recei)ed or soug/t fro& a##ro#riate sources on o5n #erfor&ance. ,. O5n 5or% is ad8usted7 incor#orating reco&&endations t/at address #erfor&ance issues7 to &aintain t/e agreed standard of #atient su##ort. CO TE TS6 Cultures rele)ant to t/e #articular ser)ice Institutional #olic0 on #atient rig/ts and res#onsi4ilities
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CORE CO#(ETENCIES
! IT O@ COMPETE CE 6 MOD!"E TIT"E 6
9OR: 9ITHIN THE CO##UNITY DEVELO(#ENT 6RA#E9OR: 9OR:ING 9ITHIN THE CO##UNITY DEVELO(#ENT 6RA#E9OR: T/is unit co)ers %no5ledge7 s%ills re9uired for 5it/in t/e co&&unit0 de)elo#&ent fra&e5or%. A co&&unit0 de)elo#&ent fra&e5or% &a0 include a range of &et/ods designed to strengt/en and de)elo# co&&unities 40 en/ancing indi)idual and grou# ca#acit0 to confidentl0 engage 5it/ co&&unit0 structures and to address #ro4le&s and issues. A##lication of a co&&unit0 de)elo#&ent fra&e5or% &a0 4e underta%en 5it/in t/e sco#e of or in con8unction 5it/ a range of 5or% roles3areas in t/e education acti)ities and 5or%ing 5it/ grou#s to address issues. +- /ours C II
MOD!"E DESC2IPTO2 6
"E;E" 6
S!MMA2E O@ "EA2 I D O!TCOMES 6 !#on co&#letion of t/is &odule t/e trainee 3 candidate &ust 4e a4le to6 "O1. O#erate35or% 5it/in a co&&unit0 de)elo#&ent #rogra& "O,. $or% 5it/ indi)iduals and grou#s to ac/ie)e co&&unit0 de)elo#&ent outco&es "O(. Address indi)idual issues arising 5/en 5or%ing 5it/in a co&&unit0 de)elo#&ent fra&e5or% "O*. $or% effecti)el0 5it/ di)ersit0 in t/e co&&unit0
"O1. O(ERATE 9ITHIN A CO##UNITY DEVELO(#ENT 6RA#E9OR: ASSESSME T C2ITE2IA6 1. $or% underta%en reflected a current 5or%ing %no5ledge and understanding of co&&unit0 de)elo#&ent )ision and &ission. ,. $or% reflected a co&&it&ent to e&#o5ering indi)iduals to resol)e t/eir issues t/roug/ en/ancing s%ills7 accessing a##ro#riate su##ort and 5or%ing 5it/ ot/ers in t/e co&&unit0 5/o s/are concerns and issues (. $or% is 4ased on a de&onstrated understanding of t/e interrelations/i#s of t/e needs and rig/ts of t/e indi)idual7 t/e fa&il07 t/e co&&unit0 and societ0. *. $or% reflected a de&onstrated understanding of t/e i&#act of current and c/anging social7 #olitical and econo&ic conte:ts 1. $or% underta%en reflected an a##lication of6 - Acce#ted standards of et/ical #ractice - T/e #rinci#les of social 8ustice7 /u&an rig/ts7 anti discri&ination and confidentialit0 - 2ele)ant occu#ational /ealt/ and safet0 and e9ual e&#lo0&ent o##ortunit0 #rinci#les and #ractices - T/e i&#act of 5or%er=s o5n )alue 4ase and )alues 5it/in a co&&unit0 de)elo#&ent fra&e5or% CO TE TS6 $or% roles and #ersonal aut/orit0 Tec/nical re#ort 5riting 2eflecti)e listening 2eferral s0ste& Co&&unication s%ills and IP2 s%ills Co&&unit0 diagnosis
CO DITIO S6 Students3trainees &ust 4e #ro)ided 5it/ t/e follo5ing6 $or%#lace location Tools and e9ui#&ent - Sound s0ste& - Micro#/one - Blac%4oard Material rele)ant to t/e #ro#osed acti)it0 and tas%s - Pen and #a#er - Board 5riting &aterial
MET.ODO"ODIES6 "ecture Case studies @il& s/o5ing @ield )isitation to local Baranga0
ASSESSME T MET.ODS6 O4ser)ation of 5or% acti)ities O4ser)ation of si&ulation and3or role #la0 $ritten tas%s 2ele)ant for&al and infor&ation education 3 training courses Case studies and scenarios Inter)ie5s39uestioning 2ole #la0
"O,. 9OR: 9ITH INDIVIDUALS AND GROU(S TO ACHIEVE CO##UNITY DEVELO(#ENT OUTCO#ES ASSESSME T C2ITE2IA6 1. Details of rele)ant indi)idual and grou# issues are identified. ,. 2ele)ant a##roac/es to 5or%ing 5it/ indi)idual and grou#s are assessed in order to ensure needs are &et (. 2ele)ant co&&unit0 structures are identified and utili<ed to &a:i&i<e outco&es for indi)iduals and grou#s *. Ad)ice and infor&ation is #ro)ided to grou#s and indi)iduals as re9uired to ensure t/e0 are full0 infor&ed a4out rele)ant issues and o##ortunities. CO TE TS6 $or% roles and #ersonal aut/orit0 Tec/nical re#ort 5riting 2eflecti)e listening 2eferral s0ste& Oral Co&&unication s%ills Co&&unit0 structured diagnosis
CO DITIO S6 Students3trainees &ust 4e #ro)ided 5it/ t/e follo5ing6 $or%#lace location Tools and e9ui#&ent - Sound s0ste& - Micro#/one - Blac%4oard Material rele)ant to t/e #ro#osed acti)it0 and tas%s - Pen and #a#er - Board 5riting &aterial MET.ODO"ODIES6 "ecture Case studies @il& s/o5ing @ield )isitation to local Baranga0
"O(. ADDRESS INDIVIDUAL ISSUES ARISING 9HEN 9OR:ING 9ITHIN A CO##UNITY DEVELO(#ENT 6RA#E9OR: ASSESSME T C2ITE2IA6 1. A##ro#riate inter#ersonal s%ills are e&#lo0ed to #ro)ide a first #oint of contract 5/ere indi)idual stories are /eard and understood ,. T/e ca#acit0 to address indi)idual issues is assessed (. A##ro#riate referrals are #ro)ided 4ot/ 5it/in and outside t/e organi<ation to ensure indi)idual issues 5ill 4e addressed *. 2ele)ant facilitation s%ills are e&#lo0ed to assist indi)iduals to identif0 t/e &ost a##ro#riate course of action to ensure t/eir issues are addressed 1. All 5or% reflected %no5ledge and understanding of t/e i&#act to address indi)idual issues and &eeting dut0 of care CO TE TS6 $or% roles Tec/nical re#ort 5riting 2eflecti)e listening 2eferral s0ste& IP2 s%ills and oral co&&unication s%ills
CO DITIO S6 Students3trainees &ust 4e #ro)ided 5it/ t/e follo5ing6 $or%#lace location Tools and e9ui#&ent - Sound s0ste& - Micro#/one - Blac%4oard Material rele)ant to t/e #ro#osed acti)it0 and tas%s - Pen and #a#er - Board 5riting &aterial MET.ODO"ODIES6 "ecture Case studies @il& s/o5ing @ield )isitation to local Baranga0
ASSESSME T MET.ODS6 O4ser)ation of 5or% acti)ities O4ser)ation of si&ulation and3or role #la0 $ritten tas%s 2ele)ant for&al and infor&ation education3training courses Case studies and scenarios Inter)ie5s39uestioning
"O*. 9OR: E66ECTIVELY 9ITH DIVERSITY IN THE CO##UNITY ASSESSME T C2ITE2IA6 1. A##lication of 5or% #rocesses 5/ic/ ai& to &ini&i<e t/e i&#act of o5n #ersonal 4iases and e:#eriences are reflected. ,. 2es#ect and understanding of indi)idual 5or% differences are reflected. (. 2ecognition of t/e #ositi)e contri4ution of di)ersit0 of 5or% in t/e co&&unit0 is reflected. *. $or% #rocesses are ada#ted as a##ro#riate to &eet t/e s#ecific cultural and linguistic needs of indi)iduals. CO TE TS6 $or% roles and #ersonal aut/orit0 Tec/nical re#ort 5riting 2eflecti)e listening 2eferral s0ste& Co&&unication s%ills and IP2 s%ills Co&&unit0 diagnosis
CO DITIO S6 Students3trainees &ust 4e #ro)ided 5it/ t/e follo5ing6 $or%#lace location Tools and e9ui#&ent - Sound s0ste& - Micro#/one - Blac%4oard Material rele)ant to t/e #ro#osed acti)it0 and tas%s - Pen and #a#er - Board 5riting &aterial
MET.ODO"ODIES6 "ecture Case studies @il& s/o5ing @ield )isitation to local Baranga0
(RE(ARE 6OR 9OR: IN THE CO##UNITY (RE(ARING 6OR 9OR: IN THE CO##UNITY T/is unit co)ers %no5ledge7 s%ills re9uired to inter#ret legal and #rocedural re9uire&ents of t/e co&&unit0 ser)ice industr0. It re9uires t/e a4ilit0 to access industr0 infor&ation and a##lica4le legislati)e guidelines. It also re9uires a %no5ledge of identif0ing and accessing future learning o##ortunities. T/ese 5or% functions 5ould 4e carried out under su#er)ision 5it/in organi<ational guidelines. (, /ours C II 6
MOD!"E DESC2IPTO2 6
"E;E" 6
S!MMA2E O@ "EA2 I D O!TCOMES
!#on co&#letion of t/is &odule t/e trainee 3 candidate &ust 4e a4le to6 "O1. Access industr0 infor&ation and a##lica4le legislati)e guidelines "O,. Identif0 future career 3 occu#ations o##ortunities in t/e co&&unit0 "O(. $or% in a tea& at all ti&es
"O1. ACCESS INDUSTRY IN6OR#ATION AND A((LICABLE LEGISLATIVE GUIDELINES ASSESSME T C2ITE2IA6 1. A range of legislation and #rocedural re9uire&ents rele)ant to e&#lo0&ent in t/e co&&unit0 ser)ices industr0 is accessed. ,. Ae0 co&&unit0 ser)ices industr0 organi<ations a4le to #ro)ide infor&ation and assist indi)iduals and enter#rise are identified. (. ;arious roles are identified and current %no5ledge reflected an understanding of e&#lo0ee and e&#lo0er rig/ts and res#onsi4ilities *. Co&&it&ent to co&#l0 5it/ a##lica4le legislati)e and #rocedural re9uire&ents are conducted and3or de&onstrated CO TE TS6 "egislation7 regulations and codes or #ractice a##lica4le to s#ecific co&&unit0 ser)ice functions T0#es of co&&unit0 ser)ices and organi<ations and function Ter&s and conditions of e&#lo0&ent $or%#lace co&&unit0 c/annels and #rocedures Princi#les of effecti)e co&&unication O.S issues and re9uire&ents Co&&unication $or% in Tea& Process 5or%#lace docu&entation Pro4le& sol)ing Different 5or% &odes6 - De)elo#&ental - Ser)ice deli)er0 - Client centered - Partici#ator0 - Co&&unit0 de)elo#&ent - Co&&unit0 education - Case Manage&ent - $or%ing 5it/ fa&ilies .olistic and client-centered care Client needs and rig/ts including dut0 of care Princi#les of access and e9uit0 C/ild #rotection $or% role and res#onsi4ilities
CO DITIO S6 Students3trainees &ust 4e #ro)ided 5it/ t/e follo5ing6 $or%#lace location Tools and e9ui#&ent - Sound s0ste& - Micro#/one - Blac%4oard
Material rele)ant to t/e #ro#osed acti)it0 and tas%s - Pen and #a#er - Board 5riting &aterial - T; - "CD
MET.ODO"ODIES6 Assign&ent instructions $or% #lan and sc/edules "ectures @il& s/o5ing
ASSESSME T MET.ODS6 Fuestioning O4ser)ation t/roug/ de&onstration Portfolio
"O,. IDENTI6Y 6UTURE CAREER 4 OCCU(ATIONS O((ORTUNITIES IN THE CO##UNITY ASSESSME T C2ITE2IA6 1. Industr0 sectors and #ossi4le career directions in t/e ser)ices industr0 or organi<ations are identified and discussed 5it/ a##ro#riate #ersons. 2. Personal )alues and attitudes regarding 5or% and 4usiness are ta%en into account 5/en #lanning future 5or% 3 career directions. 3. Current s%ills and %no5ledge are assessed against a c/ec%list of target co&#etencies. 4. O##ortunities for additional s%ills are identified in consultation 5it/ a##ro#riate #ersons. CO TE TS6 "egislation7 regulations and codes or #ractice a##lica4le to s#ecific co&&unit0 ser)ice functions T0#es of co&&unit0 ser)ices and organi<ations and functions Ter&s and conditions of e&#lo0&ent $or%#lace co&&unit0 c/annels and #rocedures Princi#les of effecti)e co&&unication O.S issues and re9uire&ents Co&&unication $or% in Tea& Process 5or%#lace docu&entation Pro4le& sol)ing Different 5or% &odes6 - De)elo#&ental - Ser)ice deli)er0 - Client centered - Partici#ator0 - Co&&unit0 de)elo#&ent - Co&&unit0 education - Case Manage&ent - $or%ing 5it/ fa&ilies .olistic and client-centered care Client needs and rig/ts including dut0 of care Princi#les of access and e9uit0 C/ild #rotection $or% role and res#onsi4ilities
CO DITIO S6 Students3trainees &ust 4e #ro)ided 5it/ t/e follo5ing6 $or%#lace location Tools and e9ui#&ent - Sound s0ste& - Micro#/one - Blac%4oard Material rele)ant to t/e #ro#osed acti)it0 and tas%s - Pen and #a#er - Board 5riting &aterial - T; - "CD
"O(. 9OR: IN A TEA# AT ALL TI#ES ASSESSME T C2ITE2IA6 1. ,. (. *. 1. +. Courteous and /el#ful &anner is dis#la0ed at all ti&es Allocated tas%s are co&#leted as re9uired Assistance is soug/t 5/en difficulties arise Fuestioning is used to clarif0 instructions or res#onsi4ilities on discri&inator0 attitude is identified and dis#la0ed $or% and #ersonal #riorities are identified and a 4alance ac/ie)ed 4et5een co&#eting #riorities 7. Ti&e &anage&ent strategies are a##lied to 5or% duties 8. A##ro#riate dress and 4e/a)ior are o4ser)ed in t/e 5or%#lace. CO TE TS6 "egislation7 regulations and codes or #ractice a##lica4le to s#ecific co&&unit0 ser)ice functions T0#es of co&&unit0 ser)ices and organi<ations and functions Ter&s and conditions of e&#lo0&ent $or%#lace co&&unit0 c/annels and #rocedures Princi#les of effecti)e co&&unication O.S issues and re9uire&ents Co&&unication $or% in Tea& Process 5or%#lace docu&entation Pro4le& sol)ing Different 5or% &odes6 - De)elo#&ental - Ser)ice deli)er0 - Client centered - Partici#ator0 - Co&&unit0 de)elo#&ent - Co&&unit0 education - Case Manage&ent - $or%ing 5it/ fa&ilies .olistic and client-centered care Client needs and rig/ts including dut0 of care Princi#les of access and e9uit0 C/ild #rotection $or% role and res#onsi4ilities
SU((ORT CO##UNITY RESOURCES SU((ORTING CO##UNITY RESOUCES T/is unit a##lies to t/e 5or% #erfor&ed in #ro)iding and &aintaining su##ort to co&&unit0 grou#s. 1- /ours C II 6
MOD!"E DESC2IPTO2 6 OMI A" D!2ATIO F!A"I@ICATIO 6
"E;E" 6
!#on co&#letion of t/is &odule t/e trainee3candidate &ust 4e a4le to6 "O1. De)elo# an infor&ation 4ase of co&&unit0 resources "O,. Esta4lis/ relations/i# 5it/ %e0 #eo#le "O(. A##l0 strategies for lin%ing #eo#le "O*. Maintain co&&unit0 facilities and resource
"O1.
DEVELO( AN IN6OR#ATION BASES O6 CO##UNITY RESOURCES
ASSESSME T C2ITE2IA6 1. 2ele)ant infor&ation a4out t/e co&&unit07 its organi<ations and ser)ices is collected and stored according to t/e organi<ational #ractices so ongoing 5or% is facilitated ,. A current director0 of co&&unit0 resources is &aintained so it is usea4le and accessi4le. CO TE TS6 Oral co&&unication Fuestioning tec/ni9ue !se of Englis/ "anguage or co&&unit0 language 2eading and tec/nical 5riting T0#es of re#orts and docu&entation Co&&unit0 and significant relations and resources including cultural #rogra&3ser)ice 2ele)ant agencies #rogra&s and criteria Co&&unication strategies Princi#les of social organi<ation and structures of 5or% role or ser)ices including6 - Alco/ol and ot/er drugs - Cultural and linguistic di)ersit0 - 2is% of self /ar& - $o&en - Co&&unit0 education - Mental /ealt/
MET.ODO"ODIES6 "ectures De&onstration @il& s/o5ing 2ole #la0 Case stud0
ASSESSME T MET.ODS6 Oral 9uestioning O4ser)ation De&onstration $ritten tests
"O,. ESTABLISH RELATIONSHI( 9ITH :EY (EO(LE ASSESSME T C2ITE2IA6 1. A##ro#riate contact is esta4lis/ed 5it/ %e0 #eo#le using a range of co&&unication strategies to ensure t/at t/e outco&es fro& 5or% in t/e co&&unit0 are &a:i&i<ed. ,. T/e roles and res#onsi4ilities of %e0 #eo#le and ser)ices are identified so t/at 5or% is effecti)e and coordinated. CO TE TS6 Oral co&&unication Fuestioning tec/ni9ue !se of Englis/ "anguage or co&&unit0 language 2eading and tec/nical 5riting T0#es of re#orts and docu&entation Co&&unit0 and significant relations and resources including cultural #rogra& 3 ser)ice 2ele)ant agencies #rogra&s and criteria Co&&unication strategies Princi#les of social organi<ation and structures of 5or% role or ser)ices including6 - Alco/ol and ot/er drugs - Cultural and linguistic di)ersit0 - 2is% of self /ar& - $o&en - Co&&unit0 education - Mental /ealt/
"O(. A((LY STRATEGIES 6OR LIN:ING (EO(LE ASSESSME T C2ITE2IA6 1. A##ro#riate 5or% is underta%en to create o##ortunities to de)elo# su##orti)e connections 4et5een %e0 #eo#le including arranging and conducting &eetings. ,. Effecti)e contact 4et5een #eo#le is identified and a##ro#riate strategies are de)elo#ed to o)erco&e t/ese o4stacles. (. A##ro#riate le)els of ongoing su##ort are #ro)ided to #ro&ote co&&unit0 interaction. CO TE TS6 Oral co&&unication Fuestioning tec/ni9ue !se of Englis/ "anguage or co&&unit0 language 2eading and tec/nical 5riting T0#es of re#orts and docu&entation Co&&unit0 and significant relations and resources including cultural #rogra& 3 ser)ice 2ele)ant agencies #rogra&s and criteria Co&&unication strategies Princi#les of social organi<ation and structures of 5or% role or ser)ices including6 - Alco/ol and ot/er drugs - Cultural and linguistic di)ersit0 - 2is% of self /ar& - $o&en - Co&&unit0 education - Mental /ealt/
"O*. #AINTAIN CO##UNITY 6ACILITIES AND RESOURCES ASSESSME T C2ITE2IA6 1. All rele)ant records are &aintained and &a%e a)aila4le as re9uired to facilitate co&&unit0 interaction ,. A##ro#riate 5or% is underta%en to ensure t/at &aintenance of co&&unit0 resources is carried out according to agreed #rocedures and 4udget allocations (. A##ro#riate action is underta%en to ensure #u4lic and co&&unal areas are accessi4le and &eet co&&unit0 needs. CO TE TS6 Oral co&&unication Fuestioning tec/ni9ue !se of Englis/ "anguage or co&&unit0 language 2eading and tec/nical 5riting T0#es of re#orts and docu&entation Co&&unit0 and significant relations and resources including cultural #rogra& 3 ser)ice 2ele)ant agencies #rogra&s and criteria Co&&unication strategies Princi#les of social organi<ation and structures of 5or% role or ser)ices including6 - Alco/ol and ot/er drugs - Cultural and linguistic di)ersit0 - 2is% of self /ar& - $o&en - Co&&unit0 education - Mental /ealt/
(ROVIDE (RI#ARY 4 RESIDENTIAL CARE (ROVIDING (RI#ARY 4 RESIDENTIAL CARE T/is unit consists of %no5ledge7 s%ills and attitude in #ro)iding care and su##ort of clients and assisting t/eir transition fro& #ri&ar0 3 residential care. +- /ours C II 6
MOD!"E DESC2IPTO2 6
"E;E" 6
!#on co&#letion of t/is &odule t/e trainee 3 candidate &ust 4e a4le to6 "O1. Outline ter&s of #lace&ent 5it/ client in care "O,. Pro)ide 3 &o4ili<e do&estic su##ort "O(. Pro)ide for client education7 su##ort and de)elo#&ent "O*. Contri4ute to reintegration of client
"O1. OUTLINE TER#S O6 (LACE#ENT 9ITH CLIENT IN CARE ASSESSME T C2ITE2IA6 1. $/ere a##ro#riate7 e:#lanations are effecti)el0 co&&unicated to clients a4out 5/at t/e0 can e:#ect fro& t/e #lace&ent7 t/e #/iloso#/ies7 )alues and rules o#eratingJ o##ortunities 5it/in t/e #lace&ent7 and strategies for &a:i&i<ing 4enefits of t/e #lace&ent 2. T/e 4oundaries of confidentialit0 are clarified 5it/ t/e client 3. Processes for resol)ing issues7 re)ie5ing #lace&ent and t/e e:ternal and internal grie)ance #rocedures are co&&unicated in a##ro#riate language and a##roac/. 4. !nderstanding of client rig/ts and e:#ectations a4out direct care are e:#lored. 5. 2ules and conse9uences for 4e/a)ior are e:#lained and negotiated 5/ere a##ro#riate 5it/ client in 5a0s t/at are understanda4le and culturall0 a##ro#riate. 6. All rele)ant docu&entation is co&#leted and &aintained in accordance 5it/ organi<ational #rocedures CO TE TS6 Co&&unication s%ills 3 IP2 s%ills Ano5ledge of record %ee#ing and docu&entation Organi<ation #rocedures
ASSESSME T MET.ODS6 $ritten tests and re#orts Oral 9uestioning O4ser)ation 2eturn de&onstration
"O,. (ROVIDE 4 #OBILI<E DO#ESTIC SU((ORT ASSESSME T C2ITE2IA6 1. $a0s of addressing dail0 needs are #ro)ided for and negotiated 5it/ client. ,. All a##ro#riate #rocedures are i&#le&ented to ensure t/e en)iron&ent is clean7 /ealt/0 and safe. (. A##ro#riate strategies are negotiated for t/e continued use7 &aintenance and3or dis#osal of #ersonal #ossessions of t/e client. CO TE TS6 Co&&unication s%ills Co&&unit0 sanitation and Pu4lic .ealt/ conce#ts and #ractices
"O(. (ROVIDE 6OR CLIENT EDUCATION5 SU((ORT AND DEVELO(#ENT ASSESSME T C2ITE2IA6 1. A range of a##roac/es to life s%ills training7 including #ro)ision of #ositi)e role &odels to ensure client=s s#ecific needs are addressed ,. Assistance is #ro)ided to t/e client to identif0 and i&#le&ent a##ro#riate goals7 strategies and acti)ities so t/eir &o)es to autono&0 and self e&#o5er&ent is en/anced. (. A##ro#riate arrange&ent are &ade to su##ort client in care to underta%e rele)ant )ocational training and3or e&#lo0&ent *. A##ro#riate #rocesses for #ro)ision of /ealt/ care education are negotiated 5it/ rele)ant referral agenc03 organi<ation 3 de#art&ent to ensure t/eir deli)er0. 1. A##ro#riate #rocesses are negotiated 5it/ client and rele)ant #ersonnel to ensure client access to a range of e&otional7 social and #/0sical su##ort &ec/anis&s. +. A##ro#riate relations/i# is esta4lis/ed 5it/ client to ensure &a:i&u& access to de)elo#&ent o##ortunities and #artici#ation in a range of ser)ices. CO TE TS6 Co&&unication s%ills Self E&#o5er&ent 2eferral centers for /ealt/ and life needs 3 su##ort grou#. .ealt/ care education
"O*. CONTRIBUTE TO REINTEGRATION O6 CLIENT ASSESSME T C2ITE2IA6 1. Planning for resources7 ser)ices and ongoing su##ort are negotiated 5it/ t/e client and significant ot/ers to ensure resettle&ent needs are assessed and addressed. 2. Arrange&ents for #artici#ation in e&#lo0&ent7 counseling7 education and acco&&odation are a##ro#riatel0 &ade 5it/ rele)ant #arties. 3. All rele)ant a)aila4le acti)ities7 designed to assist a successful transition fro& care are underta%en. 4. egotiations are underta%en 5it/ all rele)ant #arties to identif0 a##ro#riate le)els of contract 5it/ client7 once out of care. CO TE TS6 A)aila4le referral centers A)aila4le su##ort grou#s
SU((ORT CO##UNITY (ARTICI(ATION SU((ORTING CO##UNITY (ARTICI(ATION T/is unit of co&#etenc0 co)ers t/e %no5ledge7 s%ills and attitude re9uired in #ro)iding a range of o##ortunities for co&&unit07 grou#s and indi)iduals to #artici#ate and design coo#erati)e arrange&ents for addressing co&&on concerns. 1- /ours C II 6
MOD!"E DESC2IPTO2 6
"E;E" 6
!#on co&#letion of t/is &odule t/e trainee 3 candidate &ust 4e a4le to6 "O1. $or% 5it/ indi)iduals and t/e co&&unit0 to #ro&ote #artici#ation "O,. Su##ort e:isting co&&unit0 acti)ities
"O1. 9OR: 9ITH INDIVIDUALS AND THE CO##UNITY TO (RO#OTE (ARTICI(ATION ASSESSME T C2ITE2IA6 1. $or% is underta%en to identif0 %e0 co&&unit0 issues to 4e addressed ,. To address co&&unit0 issues #lanning is underta%en to ensure6 - a##ro#riate #olicies and strategies are de)elo#ed - ade9uate resourcing is identified - %e0 #eo#le are consulted - Identified needs are addressed - for5ard loo%ing and #roacti)e #rocesses are addressed (. A##ro#riate inter#ersonal and net5or%ing s%ills are used to enlist su##ort fro& %e0 #eo#le and grou#s *. O##ortunities are #ro)ided for co&&unit0 in#ut to #lanning #ro)ision of ser)ices 1. Co&&unit0 in#ut and #artici#ation in ser)ices is guaranteed. CO TE TS6 Co&&unit0 de)elo#&ent &et/ods and t/eir #rinci#les and #ractices Budget and funding allocation - Co&&unit0 funding sources and t/eir #olicies and strategies "ocal7 state and federal strategies legislation .ealt/ #ro&otion >as #er Otta5a C/arter? Polic0 de)elo#&ent Tec/nical re#ort 5riting E)aluating effecti)eness of co&&unit0 4ased acti)ities egotiation7 liaison7 net5or%ing Mar%eting
"O,. SU((ORT E>ISTING CO##UNITY ACTIVITIES ASSESSME T C2ITE2IA6 1. A##ro#riate re)ie5 of t/e rele)ance of e:isting co&&unit0 acti)ities is underta%en7 4ased on c/anging co&&unit0 needs ,. 2ele)ant su##ort and assistance is #ro)ided to e:isting co&&unit0 acti)ities to o4tain additional resources re9uired for effecti)e o#eration (. Su##ort is #ro)ided to co&&unit0 grou#s to &onitor and e)aluate #rocesses7 #rogress and outco&es of acti)ities *. A##ro#riate su##ort is #ro)ided to co&&unit0 grou#s to 4eco&e self &anaging in t/e i&#le&entation of #lans CO TE TS6 Co&&unit0 de)elo#&ent &et/ods and t/eir #rinci#les and #ractices Budget and funding allocation - Co&&unit0 funding sources and t/eir #olicies and strategies "ocal7 state and federal strategies legislation .ealt/ #ro&otion >as #er Otta5a C/arter? Polic0 de)elo#&ent Tec/nical re#ort 5riting E)aluating effecti)eness of co&&unit0 4ased acti)ities egotiation7 liaison7 net5or%ing Mar%eting
RECRUIT AND COORDINATE VOLUNTEERS RECRUITING AND COORDINATING VOLUNTEERS T/is unit of co&#etenc0 co)ers t/e %no5ledge7 s%ills and attitude re9uired in #ro)iding a range of o##ortunities for co&&unit07 grou#s and indi)iduals to #artici#ate and design coo#erati)e arrange&ents for addressing co&&on concerns. +- /ours C II 6
MOD!"E DESC2IPTO2 6
"E;E" 6
!#on co&#letion of t/is &odule t/e trainee 3 candidate &ust 4e a4le to6 "O1. Identif0 t/e need and roles of )olunteers in t/e co&&unit0 organi<ation. "O,. 2ecruit )olunteers "O(. Orient )olunteers to organi<ation "O*. Monitor #erfor&ance of )olunteers
"O1. IDENTI6Y THE NEED AND ROLES 6OR VOLUNTEERS IN THE ORGANI<ATION ASSESSME T C2ITE2IA6 1. ,. (. *. Potential roles for )olunteers are identified 2oles are discussed and agreed u#on 40 &anage&ent 2ole descri#tions are de)elo#ed. Processes for su##ort of )olunteers are identified
CO TE TS6 Cultural co&&unit0 attitudes on a##ro#riate roles7 relations/i#s and a##roac/es of t/e )olunteer 5or%er $or% )alues "egislation and #u4lic #olicies relating to t/e e&#lo0&ent of un#aid 5or%ers Coordination of #eo#le7 #rocesses and infor&ation Pro)ision of su##ort to a di)erse range of #eo#le Conflict resolution 3 negotiation and &ediation Cross cultural co&&unication and negotiation ;er4al and 5ritten co&&unication
MET.ODO"ODIES6 "ectures De&onstration @il& s/o5ing 2ole #la0
ASSESSME T MET.ODS6 O4ser)ation De&onstration T/ird #art0 re#ort
"O,. RECRUIT VOLUNTEERS ASSESSME T C2ITE2IA6 1. ;olunteers are soug/t t/roug/ ad)ertising in rele)ant &edia and co&&unit0 net5or%s ,. Inter)ie5s 5it/ #otential )olunteers are arranged and co&#leted (. Selections are &ade and &anage&ent are ad)ised *. Successful )olunteers are ad)ised of t/eir selection 1. $/en necessar07 a 5aiting list of a##ro#riate a##licants is &aintained. +. An on-going recruit&ent #rogra& is i&#le&ented as re9uired. CO TE TS6 Cultural co&&unit0 attitudes on a##ro#riate roles7 relations/i#s and a##roac/es of t/e )olunteer 5or%er $or% )alues "egislation and #u4lic #olicies relating to t/e e&#lo0&ent of un#aid 5or%ers Coordination of #eo#le7 #rocesses and infor&ation Pro)ision of su##ort to a di)erse range of #eo#le Conflict resolution 3 negotiation and &ediation Cross cultural co&&unication and negotiation ;er4al and 5ritten co&&unication
"O(. ORIENT VOLUNTEERS TO ORGANI<ATION ASSESSME T C2ITE2IA6 1. ;olunteers are #ro)ided 5it/ an orientation to t/e organi<ation 2. Training for s#ecific role is #ro)ided in a &anner a##ro#riate to t/e needs and resources of t/e organi<ation CO TE TS6 Cultural co&&unit0 attitudes on a##ro#riate roles7 relations/i#s and a##roac/es of t/e )olunteer 5or%er $or% )alues "egislation and #u4lic #olicies relating to t/e e&#lo0&ent of un#aid 5or%ers Coordination of #eo#le7 #rocesses and infor&ation Pro)ision of su##ort to a di)erse range of #eo#le Conflict resolution 3 negotiation and &ediation Cross cultural co&&unication and negotiation ;er4al and 5ritten co&&unication
"O*. #ONITOR (ER6OR#ANCE O6 VOLUNTEERS ASSESSME T C2ITE2IA6 1. 2egular &eetings of )olunteers are esta4lis/ed 2. A re)ie5 of roles and #erfor&ance is regularl0 underta%en 3. Indi)idual su##ort and de4riefing is #ro)ided 5/en necessar0 CO TE TS6 Cultural co&&unit0 attitudes on a##ro#riate roles7 relations/i#s and a##roac/es of t/e )olunteer 5or%er $or% )alues "egislation and #u4lic #olicies relating to t/e e&#lo0&ent of un#aid 5or%ers Coordination of #eo#le7 #rocesses and infor&ation Pro)ision of su##ort to a di)erse range of #eo#le Conflict resolution 3 negotiation and &ediation Cross cultural co&&unication and negotiation ;er4al and 5ritten co&&unication
RES(OND HOLISTICALLY TO CLIENT ISSUES RES(ONDING HOLISTICALLY TO CLIENT ISSUES T/is unit of co&#etenc0 co)ers t/e %no5ledge7 s%ills and attitude re9uired in assisting clients to address t/eir o5n issues. On co&#letion of t/is unit t/e 5or%er 5ill 4e a4le to res#ond a##ro#riatel0 to clients t/at /a)e co&#le: issues outside in addition to t/e area of i&&ediate focus7 or interest of t/e 5or%er or organi<ation. @or instance7 t/e 5or%er &ig/t 5or% for an agenc07 and #ossess rele)ant co&#etence in t/e area of c/ild #rotection7 and still 4e a4le to identif0 5/en sa07 an alco/ol and ot/er drug issues i&#ortant in t/e life of a #resenting client. Co&#letion of t/is unit 5ill also #ro)ide t/e 5or%er 5it/ co&#etencies to &a%e decisions as to 5/et/er to refer or retain t/e clientJ 5/et/er a 4rief inter)ention is a##ro#riate >instead of an i&&ediate referral?. T/e 5or%er 5ill 4e a4le to i&#le&ent and &onitor 4rief inter)ention strategies in a )ariet0 of co&&unit0 ser)ice conte:ts7 5it/ t/e #ri&ar0 ai& of /el#ing t/e client acce#t t/e inter)ention. +- /ours C II 6
MOD!"E DESC2IPTO2 6
"E;E" 6
!#on co&#letion of t/is &odule t/e trainee3candidate &ust 4e a4le to6 "O1. E)aluate t/e range of issues i&#acting 3 affecting t/e client and t/e deli)er0 of a##ro#riate ser)ices "O,. Deter&ine t/e course of action to 4e follo5ed. "O(. Esta4lis/ inter#ersonal relations/i# 5it/ t/e client t/at 5ill ena4le all issues to 4e addressed "O*. Pro)ide a 4rief inter)ention as re9uired "O1. 2es#ond a##ro#riatel0 to #eo#le 5/o are )ulnera4le and at significant ris% "O+. E)aluate effecti)eness of ser)ices #ro)ided to &eet client needs
"O1. EVALUATE THE RANGE O6 ISSUES I#(ACTING ON THE CLIENT AND ON THE DELIVERY O6 A((RO(RIATE SERVICE ASSESSME T C2ITE2IA6 1. Indicators of /ar&7 neglect7 a4use7 or ris% of /ar& are identified ,. O4ser)ations7 assess&ent tools and 9uestioning to identif0 #ossi4le #resenting issues are used (. Infor&ation fro& a range of a##ro#riate sources7 range of issues t/at &a0 4e affecting t/e client 5it/in organi<ations #olicies and #rocedures regarding autono&07 #ri)ac0 and confidentialit0 are deter&ined *. Organi<ational #rocedures for collecting and anal0<ing client infor&ation are a##lied 1. All client infor&ation to deter&ine t/e degree to 5/ic/ ot/er issues &a0 i&#act on t/e #ossi4le ser)ices t/at can 4e #ro)ided 40 t/e organi<ation are e:a&ined CO TE TS6 Acce#ta4le #ractices and a)aila4le referral agencies for 5or%ing 5it/ - Mental /ealt/ - C/ild Protection - Do&estic ;iolence - Disa4ilit0 - .o&elessness - AOD Different for&s of crisis Crisis &anage&ent Case 5or% assess&ent7 inter)ention and referrals Client &anage&ent Infor&ation &anage&ent "ist of rele)ant ser)ices are readil0 a)aila4le to t/e client
MET.ODO"ODIES6 "ectures De&onstration
"O,. DETER#INE THE COURSE O6 ACTION TO BE 6OLLO9ED ASSESSME T C2ITE2IA6 1. ,. (. *. 1. +. 7. 8. T/e le)el of ris% to t/e client and ot/ers directl0 in)ol)ed including fa&il0 &e&4ers are assessed. Organi<ational #rocedures7 legal re9uire&ents and dut0 of care o4ligation in res#onding to indicators of ris% of a4use7 neglect or /ar& are follo5ed Ser)ices t/e organi<ation deli)ers against t/e range of client needs to 4e addressed are c/ec%ed @ollo5ing organi<ational #rotocols7 #olicies and #rocedures t/e client are referred a##ro#riatel0 Acce#ted #rocedures to e)aluate referral to anot/er ser)ice are a##lied to 4enefit t/e client T/e 4enefits of #ro)iding a 4rief inter)ention in facilitating t/e client to access ot/er ser)ices are e)aluated T/e acce#ted #rocedures to e)aluate t/e o#tion of 4ringing in s#ecialist su##ort and continuing to 5or% 5it/ t/e client are a##lied T/e client 5it/ resources7 suc/ as 5ritten and )er4al infor&ation a##ro#riate to t/eir stage of c/ange and actions to 4e follo5ed are #ro)ided.
CO TE TS6 Acce#ta4le #ractices and a)aila4le referral agencies for 5or%ing 5it/ - Mental /ealt/ - C/ild Protection - Do&estic ;iolence - Disa4ilit0 - .o&elessness - AOD Different for&s of crisis Crisis &anage&ent Case 5or% assess&ent7 inter)ention and referrals Client &anage&ent Infor&ation &anage&ent "ist of rele)ant ser)ices are readil0 a)aila4le to t/e client
"O(. ESTABLISH INTER(ERSONAL RELATIONSHI( 9ITH THE CLIENT THAT 9ILL ENABLE ALL ISSUES TO BE ADDRESSED ASSESSME T C2ITE2IA6 1. @acilitate co&&unication s%ills are utili<ed to assist t/e client=s identified areas of concern7 #riorit0 areas for i&&ediate and longer ter& action to deter&ine o#tions for action and 5or%a4le strategies in addressing t/eir #riorit0 areas. ,. Boundaries and use co&&unication s%ills t/at 5ill esta4lis/ a trusting and res#ectful relations/i# are defined. (. Client are assisted in de)elo#ing t/eir o5n action #lans to address t/eir circu&stances *. 2ele)ant infor&ation is s/ared 5ill t/e client a4out ser)ices a)aila4le7 o#tions7 and /ealt/ and 5ell 4eing issues to assist t/e& in deter&ining a course of action. 1. Setting #ersonal goals7 e:#loring #ersonal strategies and /ierarc/0 of strategies including contingenc0 #lans are identified 5it/ t/e client +. Potential conse9uences of t/eir decision are identified and #lanned 5it/ t/e client. 7. Procedures to ensure all ser)ices and res#onses to client are i&#le&ented to co&#l0 5it/ dut0 of care and acce#ted standards of et/ical 4e/a)iour CO TE TS6 Acce#ta4le #ractices and a)aila4le referral agencies for 5or%ing 5it/ - Mental /ealt/ - C/ild Protection - Do&estic ;iolence - Disa4ilit0 - .o&elessness - AOD Different for&s of crisis Crisis &anage&ent Case 5or% assess&ent7 inter)ention and referrals Client &anage&ent Infor&ation &anage&ent "ist of rele)ant ser)ices are readil0 a)aila4le to t/e client
"O*? (ROVIDE A BRIE6 INTERVENTION AS RE)UIRED ASSESSME T C2ITE2IA6 1. Client=s need for inter)ention and t/e re9uired t0#e of 4rief inter)ention is assessed ,. Brief inter)ention strategies 5/ic/ &atc/ t/e client=s stage of c/ange are used (. A##ro#riate #rocedures to #re)ent escalation of an0 #otential e&ergenc0 or crisis situation are i&#le&ented. *. E&ergencies and crisis situations are res#onded a##ro#riatel0 according to organi<ation #rocedures and in accordance 5it/ dut0 of care res#onsi4ilities 1. Cultural o4ligations 5/ic/ influence t/e use of 4rief inter)ention 5it/ #articular clients are co&#lied +. Strategies to &oti)ate7 su##ort and encourage t/e client are e&#lo0ed 7. Current needs and sources of assistance are identified7 and su##ort gi)en as a##ro#riate CO TE TS6 Acce#ta4le #ractices and a)aila4le referral agencies for 5or%ing 5it/ - Mental /ealt/ - C/ild Protection - Do&estic ;iolence - Disa4ilit0 - .o&elessness - AOD Different for&s of crisis Crisis &anage&ent Case 5or% assess&ent7 inter)ention and referrals Client &anage&ent Infor&ation &anage&ent "ist of rele)ant ser)ices are readil0 a)aila4le to t/e client
"O1. RES(OND A((RO(RIATELY TO (EO(LE 9HO ARE VULNERABLE AND AT SIGNI6ICANT RIS: ASSESSME T C2ITE2IA6 1. 2ange of infor&ation collection &ec/anis&s and assess&ent tools to esta4lis/ t/e degree of ris%7 neglect or /ar& are a##lied. ,. Priorit0 need for inter)ention is assessed. (. Procedures to #re)ent escalation of an0 #otential e&ergenc0 or crisis situation are a##ro#riatel0 i&#le&ented. *. E&ergencies and crisis situations are res#onded a##ro#riatel0 according to organi<ation #rocedures and in accordance 5it/ dut0 of care. 1. Organi<ations #olicies and #rocedures and dut0 of care o4ligation are follo5ed in res#onding to indicators of actual or #otential ris% of a4use7 neglect or /ar&. CO TE TS6 Acce#ta4le #ractices and a)aila4le referral agencies for 5or%ing 5it/ - Mental /ealt/ - C/ild Protection - Do&estic ;iolence - Disa4ilit0 - .o&elessness - AOD Different for&s of crisis Crisis &anage&ent Case 5or% assess&ent7 inter)ention and referrals Client &anage&ent Infor&ation &anage&ent "ist of rele)ant ser)ices are readil0 a)aila4le to t/e client
"O+. EVALUATE E66ECTIVENESS O6 SERVICES (ROVIDED TO #EET CLIENT NEEDS ASSESSME T C2ITE2IA6 1. Client=s #rogress or outco&es are re)ie5ed regularl0 in accordance 5it/ organi<ational #rocedures and in consultation 5it/ clients. ,. Client=s co&#lete file notes7 u# to date and include t/e client=s stage of decision &a%ing on eac/ occasion are ensured. (. 2eflecti)e #ractice strategies to ensure feed4ac% is soug/t and incor#orated in ser)ices deli)er0 are i&#le&ented CO TE TS6 Acce#ta4le #ractices and a)aila4le referral agencies for 5or%ing 5it/ - Mental /ealt/ - C/ild Protection - Do&estic ;iolence - Disa4ilit0 - .o&elessness - AOD Different for&s of crisis Crisis &anage&ent Case 5or% assess&ent7 inter)ention and referrals Client &anage&ent Infor&ation &anage&ent "ist of rele)ant ser)ices are readil0 a)aila4le to t/e client
DEVELO( AND (ROVIDE HEALTH EDUCATION (ROGRA# IN THE CO##UNITY DEVELO(ING AND (ROVIDING HEALTH EDUCATION (ROGRA# IN THE CO##UNITY T/is unit of co&#etenc0 co)ers t/e %no5ledge7 s%ills and attitude re9uired in 5or%ing 5it/ t/e co&&unit0 to de)elo# and #ro)ide education #ro8ects in rele)ant issues +- /ours C II
MOD!"E DESC2IPTO2 6
"E;E" 6
S!MMA2E O@ "EA2 I D O!TCOMES6 !#on co&#letion of t/is &odule7 t/e trainee3candidate &ust 4e a4le to6 "O1. De)elo# t/e /ealt/ education #rogra& "O,. Organi<e #artici#ants to t/e #rogra& "O(. Coordinate /ealt/ teac/ing #rogra&
"O1. DEVELO( THE HEALTH (ROGRA# EDUCATION ASSESSME T C2ITE2IA6 1. Pro8ect #lan is de)elo#ed in consultation 5it/ %e0 #eo#le and organi<ations and identif0 #riorities and desired outco&es to address issues of concerns of target grou#3s ,. A##ro#riate /u&an7 financial and #/0sical resources are identified and secured (. Mar%eting &aterials are #re#ared and disse&inated to target audience and ot/ers as a##ro#riate CO TE TS6 eeds assess&ent and anal0sis Doals and o48ecti)es for #ro8ect selected 2esource a)aila4ilit0 for #articular #ro8ects Strategies and actions needed to ac/ie)e goals Organi<ational #olicies and #rocedures for dealing 5it/ t/e &edia Accounta4ilit0 re9uire&ents 2esources and su##ort 5it/in t/e co&&unit0 Do)ern&ent funding #olicies et5or%ing 3 "ocal area 2ele)ant local7 state and federal strategies "iaison and net5or%ing Co&&unication 2esearc/ s%ills Ti&e &anage&ent Budgeting Tec/nical 2e#ort $riting E)aluation Presentation Mar%eting and #ro&otion egotiation
CO DITIO S6 Students3trainees &ust 4e #ro)ided 5it/ t/e follo5ing6 $or%#lace location Tools and e9ui#&ent - Sound s0ste& - Micro#/one - Blac%4oard Material rele)ant to t/e #ro#osed acti)it0 and tas%s - Pen and Pa#er - Board 5riting &aterial - T; - "CD
MET.ODO"ODIES6 "ectures @il& s/o5ing On t/e 8o4 training
"O,. ORGANI<E (ARTICI(ANTS TO THE (ROGRA# ASSESSME T C2ITE2IA6 1. Strategies for deli)er0 of t/e #ro8ect are de)elo#ed and i&#le&ented to ensure &a:i&u& effecti)eness ,. Education 3 resource &aterials a##ro#riate to t/e conte:t7 issue and audience are de)elo#ed and distri4uted (. Strategies are i&#le&ented to encourage full #artici#ation in t/e #ro8ect and t/e e:#ression of )ie5s and feelings a4out its #rocess or content *. Pro8ect ad8ust&ents are &ade as re9uired to &eet t/e needs of s#ecific grou# 1. @eed4ac% on t/e education #ro8ect or acti)it0 is soug/t fro& #artici#ants. CO TE TS6 eeds assess&ent and anal0sis Doals and o48ecti)es for #ro8ect selected 2esource a)aila4ilit0 for #articular #ro8ects Strategies and actions needed to ac/ie)e goals Organi<ational #olicies and #rocedures for dealing 5it/ t/e &edia Accounta4ilit0 re9uire&ents 2esources and su##ort 5it/in t/e co&&unit0 Do)ern&ent funding #olicies et5or%ing 3 "ocal area 2ele)ant local7 state and federal strategies "iaison and net5or%ing Co&&unication 2esearc/ s%ills Ti&e &anage&ent Budgeting Tec/nical 2e#ort $riting E)aluation Presentation Mar%eting and #ro&otion egotiation
"O(. COORDINATE HEALTH TEACHING (ROGRA# ASSESSME T C2ITE2IA6 1. T/e education #ro8ect is assessed against t/e #lanned goals and o48ecti)es in accordance 5it/ organi<ational #olicies and #rocedures ,. Outco&es of #ro8ect e)aluations are discussed 5it/ %e0 #eo#le and organi<ations to deter&ine future directions (. Education #ro8ect outco&es are docu&ented and 5/ere necessar0 are acted on in accordance 5it/ organi<ational #rocedures CO TE TS6 eeds assess&ent and anal0sis Doals and o48ecti)es for #ro8ect selected 2esource a)aila4ilit0 for #articular #ro8ects Strategies and actions needed to ac/ie)e goals Organi<ational #olicies and #rocedures for dealing 5it/ t/e &edia Accounta4ilit0 re9uire&ents 2esources and su##ort 5it/in t/e co&&unit0 Do)ern&ent funding #olicies et5or%ing 3 "ocal area 2ele)ant local7 state and federal strategies "iaison and net5or%ing Co&&unication 2esearc/ s%ills Ti&e &anage&ent Budgeting Tec/nical 2e#ort $riting E)aluation Presentation Mar%eting and #ro&otion egotiation
I#(LE#ENT HEALTH (RO#OTION AND CO##UNITY INTERVENTION I#(LE#ENTING HEALTH (RO#OTION AND CO##UNITY INTERVENTIONS T/is unit of co&#etenc0 co)ers t/e %no5ledge7 s%ills and attitude re9uired to i&#le&ent /ealt/ #ro&otion and co&&unit0 inter)ention. It co)ers t/e setting u#7 de)ising7 coordinating7 deli)ering7 and e)aluating /ealt/ #ro&otion and co&&unit0 inter)ention #rogra& in 5or%ing 5it/ t/e co&&unit0 to de)elo# and #ro)ide education #ro8ects in rele)ant issues. +- /ours C II 6
MOD!"E DESC2IPTO2 6
"E;E" 6
!#on co&#letion of t/is &odule7 t/e trainee3candidate &ust 4e a4le to6 "O1. Identif0 co&&unit0 issues in #re)enti)e /ealt/ care "O,. $or% 5it/in t/e educational fra&e5or% of /ealt/ #ro&otion "O(. Identif0 t/e #rogra& 3 acti)it0 re9uired "O*. Pre#are #rogra& 3 acti)it0 "O1. E)aluate acti)it0 3 #rogra&
"O1. IDENTI6Y CO##UNITY ISSUES IN (REVENTIVE HEALTH CARE ASSESSME T C2ITE2IA6 1. Social researc/ &et/ods in anal0<ing de&ogra#/ic data of co&&unit0 /ealt/ #rofile are collated. ,. Ae0 issues in #re)entati)e /ealt/ care identified. (. Current res#onses to #re)entati)e /ealt/ care are identified *. Infor&ation on #re)entati)e /ealt/ care are accessed and a##lied to de)elo#ing solutions to co&&unit0 issue 1. Target #o#ulations are identified and consultation #rocesses are deter&ined +. Polic0 and funding conte:ts and issues are e:a&ined. CO TE TS6 P/iloso#/ical and /istorical understanding of #re)enti)e /ealt/ care Social researc/ and date relating to /ealt/ issues Pri&ar0 /ealt/ care #rinci#les @unding and #olic0 en)iron&ent "egal and safet0 re9uire&ents as t/e0 relate to acti)ities and #rogra&s 2ele)ant funding sources Oral Co&&unication s%ills $ritten co&&unication s%ills 2esearc/ and consultation Coordination and &anage&ent of #rogra&s Ad)ocac0 Conflict resolution
CO DITIO S6 T/e students3trainees &ust 4e #ro)ided 5it/ t/e follo5ing6 E9ui#&ent O)er/ead #ro8ector T; "CD $/ite 3 4lac% 4oard Su##lies6 Pen7 Pa#er $/ite4oard &ar%er 3 c/al% Eraser MET.ODO"ODIES6 "ecture sessions 2ole #la0 On t/e 8o4 training
ASSESSME T MET.ODS6 O4ser)ation De&onstration Case 5or% re#orts T/ird #art0 re#ort
"O,. 9OR: 9ITHIN THE EDUCATIONAL 6RA#E9OR: O6 HEALTH (RO#OTION ASSESSME T C2ITE2IA6 1. Educational #ers#ecti)e 4ased on a #/iloso#/ical and /istorical understanding of #re)enti)e /ealt/ care is de)elo#ed. ,. Pre)enti)e /ealt/ care #ers#ecti)e is integrated into co&&unit0 de)elo#&ent and ca#acit0 4uilding (. 2ele)ant strategies a##lica4le for /ealt/ #ro&otion in t/e co&&unit0 and #artners/i#s 5it/ sta%e/olders are #lanned *. A range of tec/ni9ues to engage co&&unit0 in /ealt/ #ro&otion acti)ities are identified. 1. Ae0 resources for /ealt/ #ro&otion acti)ities are accessed CO TE TS6 P/iloso#/ical and /istorical understanding of #re)enti)e /ealt/ care Social researc/ and date relating to /ealt/ issues Pri&ar0 /ealt/ care #rinci#les @unding and #olic0 en)iron&ent "egal and safet0 re9uire&ents as t/e0 relate to acti)ities and #rogra&s 2ele)ant funding sources Oral Co&&unication s%ills $ritten co&&unication s%ills 2esearc/ and consultation Coordination and &anage&ent of #rogra&s Ad)ocac0 Conflict resolution
CO DITIO S6 T/e students3trainees &ust 4e #ro)ided 5it/ t/e follo5ing6 E9ui#&ent O)er/ead #ro8ector T; "CD $/ite 3 4lac% 4oard Su##lies6 Pen7 Pa#er $/ite4oard &ar%er 3 c/al% Eraser
MET.ODO"ODIES6 "ecture sessions 2ole #la0 On t/e 8o4 training
"O(. IDENTI6Y THE ACTIVITY 4 (ROGRA# RE)UIRED ASSESSME T C2ITE2IA6 1. T/e need for #articular #rogra& is assessed fro& collected rele)ant e)idences ,. A range of #ossi4le #rogra&s to &eet t/e defined needs are identified and re)ie5ed. (. Selection of a #rogra& t0#e is 4ased on client needs7 organi<ation=s criteria and a)aila4ilit0 of resources. CO TE TS6 P/iloso#/ical and /istorical understanding of #re)enti)e /ealt/ care Social researc/ and date relating to /ealt/ issues Pri&ar0 /ealt/ care #rinci#les @unding and #olic0 en)iron&ent "egal and safet0 re9uire&ents as t/e0 relate to acti)ities and #rogra&s 2ele)ant funding sources Oral Co&&unication s%ills $ritten co&&unication s%ills 2esearc/ and consultation Coordination and &anage&ent of #rogra&s Ad)ocac0 Conflict resolution
CO DITIO S6 T/e students3trainees &ust 4e #ro)ided 5it/ t/e follo5ing6 E9ui#&ent O)er/ead #ro8ector T; "CD $/ite 3 4lac% 4oard Su##lies6 Pen7 Pa#er $/ite4oard &ar%er 3 c/al% Eraser MET.ODO"ODIES6 "ecture sessions 2ole #la0 On t/e 8o4 training ASSESSME T MET.ODS6 O4ser)ation De&onstration Case 5or% re#orts T/ird #art0 re#ort
"O*. (RE(ARE ACTIVITY 4 (ROGRA# (LAN ASSESSME T C2ITE2IA6 1. A##ro#riate strategic #lanning acti)ities are underta%en to ensure client needs are &et. ,. Planning acti)ities incor#orate consultation 5it/ %e0 clients and sta%e/olders. (. O#erational arrange&ents for conducting t/e #rogra& are deter&ined and assessed for feasi4ilit0. *. Planning acti)ities reflect acce#ted good #ractice in 5or%ing 5it/ 0oung #eo#le. CO TE TS6 P/iloso#/ical and /istorical understanding of #re)enti)e /ealt/ care Social researc/ and date relating to /ealt/ issues Pri&ar0 /ealt/ care #rinci#les @unding and #olic0 en)iron&ent "egal and safet0 re9uire&ents as t/e0 relate to acti)ities and #rogra&s 2ele)ant funding sources Oral Co&&unication s%ills $ritten co&&unication s%ills 2esearc/ and consultation Coordination and &anage&ent of #rogra&s Ad)ocac0 Conflict resolution
CO DITIO S6 T/e students3trainees &ust 4e #ro)ided 5it/ t/e follo5ing6 E9ui#&ent O)er/ead #ro8ector T; "CD $/ite 3 4lac% 4oard Su##lies6 Pen7 Pa#er $/ite4oard &ar%er 3 c/al% Eraser MET.ODO"ODIES6 "ecture sessions 2ole #la0 On t/e 8o4 training
"O1. DELIVER ACTIVITY 4 (ROGRA# ASSESSME T C2ITE2IA6 1. T/e #rogra& is i&#le&ented in accordance 5it/ t/e #rogra& #lan7 organi<ation guidelines and legal 3 statutor0 re9uire&ents ,. Partici#ants are #ro)ided 5it/ access to a range of acti)ities suited to t/eir needs and interests (. @le:i4le i&#le&entation #lans are de)elo#ed to suit a )ariet0 of conte:ts and to co#e 5it/ contingencies *. T/e #rogra& is ada#ted to t/e c/anging needs of #artici#ants as re9uired 1. Pro4le& in #rogra& deli)er0 care are addressed #ro&#tl0. CO TE TS6 P/iloso#/ical and /istorical understanding of #re)enti)e /ealt/ care Social researc/ and date relating to /ealt/ issues Pri&ar0 /ealt/ care #rinci#les @unding and #olic0 en)iron&ent "egal and safet0 re9uire&ents as t/e0 relate to acti)ities and #rogra&s 2ele)ant funding sources Oral Co&&unication s%ills $ritten co&&unication s%ills 2esearc/ and consultation Coordination and &anage&ent of #rogra&s Ad)ocac0 Conflict resolution
CO DITIO S6 T/e students3trainees &ust 4e #ro)ided 5it/ t/e follo5ing6 E9ui#&ent O)er/ead #ro8ector T; "CD $/ite 3 4lac% 4oard Su##lies6 Pen7 #a#er $/ite4oard &ar%er 3 c/al% Eraser
MET.ODO"ODIES6 "ecture sessions 2ole #la0 On t/e 8o4 training
"O+. EVALUATE ACTIVITY 4 (ROGRA# ASSESSME T C2ITE2IA6 1. Criteria to 8udge t/e effecti)eness of t/e #rogra& are defined in consultation 5it/ clients and sta%e/olders ,. A##ro#riate e)aluation strategies are used routinel0 during and after t/e #rogra& and used for re)ision and de)elo#&ent (. E)aluation infor&ation is collected7 organi<ed and re#orted in a for&at 5/ic/ is accessi4le and &eaningful to t/e clients and sta%e/olders *. 2e#orts are #re#ared and #resented as re9uired. CO TE TS6 P/iloso#/ical and /istorical understanding of #re)enti)e /ealt/ care Social researc/ and date relating to /ealt/ issues Pri&ar0 /ealt/ care #rinci#les @unding and #olic0 en)iron&ent "egal and safet0 re9uire&ents as t/e0 relate to acti)ities and #rogra&s 2ele)ant funding sources Oral Co&&unication s%ills $ritten co&&unication s%ills 2esearc/ and consultation Coordination and &anage&ent of #rogra&s Ad)ocac0 Conflict resolution
CO DITIO S6 T/e students3trainees &ust 4e #ro)ided 5it/ t/e follo5ing6 E9ui#&ent O)er/ead #ro8ector T; "CD $/ite 3 4lac% 4oard Su##lies6 Pen7 #a#er $/ite4oard &ar%er 3 c/al% Eraser MET.ODO"ODIES6 "ecture sessions 2ole #la0 On t/e 8o4 training
ASSESSME T MET.ODS6 O4ser)ation De&onstration Case 5or% re#orts
T/ird #art0 re#ort
9hat !s Co./eten"y8Base0 C'rr!"'l'. +CBC A ompeten !"based urri ulum is a framewor# or guide for the subse$uent detailed development of ompeten ies% asso iated methodologies% training and assessment resour es. The &'& spe ifies the out omes whi h are onsistent with the re$uirements of the wor#pla e as agreed through the industr! or ommunit! onsultations. &'& an be developed immediatel! when ompeten ! standards e(ist. )hen ompeten ! standards do not e(ist% urri ulum developers need to learl! define the learning out omes to be attained. The standard of performan e re$uired must be appropriate to industr! and o upational needs through the industr!/enterprise or spe ified lient group onsultations.
These materials are available in both printed and electronic copies. For more information please contact: Technical Education and Skills Development Authority (TESDA) Telephone Nos.: 893-8281, 817- !7" to 82 loc. "11, "3!, "31 and "3# or visit o$r %ebsite: %%%.tesda.&ov.ph or the T'()* +e&ional or ,rovincial -ffice nearest .o$.

Uls BHS Tesda

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BARANGAY HEALTH SERVICES II COURSE DESIGN

CBC Baranga0 .ealt/ Ser)ices C II

1. Partici#ate in 5or%#lace co&&unication

1.1 Partici#ating in 5or%#lace co&&unication

,. $or% in a tea& en)iron&ent

(. Practice career #rofessionalis&

*. Practice occu#ational /ealt/ and safet0 #rocedures

CBC Baranga0 .ealt/ Ser)ices C II

,. 2es#ond effecti)el0 to difficult3 c/allenging 4e/a)ior (. A##l0 4asic first aid

*. Maintain /ig/ standard of #atient ser)ices

*.1 Maintaining /ig/ standard of #atient ser)ices

1. $or% 5it/in a co&&unit0 de)elo#&ent fra&e5or%

1.1 $or%ing 5it/in a co&&unit0 de)elo#&ent fra&e5or%

,. Pre#are for 5or% in t/e co&&unit0 ser)ice industr0

,.1 Pre#aring for 5or% in t/e co&&unit0 ser)ice industr0

CBC Baranga0 .ealt/ Ser)ices C II

Su##ort co&&unit0 resources

(.1 Su##orting co&&unit0 resources

*. Pro)ide #ri&ar0 3 residential care

*.1 Pro)iding #ri&ar03 residential care

Su##ort co&&unit0 #artici#ation

1.1. Su##orting co&&unit0 #artici#ation

2ecruit and coordinate )olunteers

+.1 2ecruiting and coordinating )olunteers

2es#ond /olisticall0 to client issues

7.1 2es#onding /olisticall0 to client issues

CBC Baranga0 .ealt/ Ser)ices C II

CBC Baranga0 .ealt/ Ser)ices C II

CBC Baranga0 .ealt/ Ser)ices C II

CBC Baranga0 .ealt/ Ser)ices C II

CBC Baranga0 .ealt/ Ser)ices C II

BASIC COMPETE CE MOD!"E TIT"E

OMI A" D!2ATIO P2E2EF!ISITE

CBC Baranga0 .ealt/ Ser)ices C II

CBC Baranga0 .ealt/ Ser)ices C II

CBC Baranga0 .ealt/ Ser)ices C II

CBC Baranga0 .ealt/ Ser)ices C II

BASIC COMPETE CE MOD!"E TIT"E

MOD!"E DESC2IPTO2 6 OMI A" D!2ATIO F!A"I@ICATIO P2E2EF!ISITE 6

CBC Baranga0 .ealt/ Ser)ices C II

CBC Baranga0 .ealt/ Ser)ices C II

CBC Baranga0 .ealt/ Ser)ices C II

BASIC COMPETE CE MOD!"E TIT"E

OMI A" D!2ATIO

CBC Baranga0 .ealt/ Ser)ices C II

ASSESSME T MET.ODS6 2ole #la0 Inter)ie5 $ritten e:a&ination

CBC Baranga0 .ealt/ Ser)ices C II

SET AND #EET 9OR: (RIORITIES

ASSESSME T MET.ODS6 2ole #la0 Inter)ie5 $ritten e:a&ination

CBC Baranga0 .ealt/ Ser)ices C II

CBC Baranga0 .ealt/ Ser)ices C II

BASIC COMPETE CE MOD!"E TIT"E

OMI A" D!2ATIO

CBC Baranga0 .ealt/ Ser)ices C II

ASSESSME T MET.ODS6 Situation anal0sis Inter)ie5 Practical e:a&ination $ritten e:a&ination

CBC Baranga0 .ealt/ Ser)ices C II

ASSESSME T MET.ODS6 Inter)ie5 $ritten e:a&ination Si&ulation

CBC Baranga0 .ealt/ Ser)ices C II

ASSESSME T MET.ODS6 $ritten Inter)ie5 Case3situation anal0sis Si&ulation

CBC Baranga0 .ealt/ Ser)ices C II

#AINTAIN OCCU(ATIONAL HEALTH AND SA6ETY A9ARENESS

MET.ODO"ODIES6 Drou# discussion3interaction Si&ulation S0&#osiu& @il& )ie5ing Drou# d0na&ics

ASSESSME T MET.ODS6 De&onstration Inter)ie5 $ritten e:a&ination Portfolio assess&ent