ࡱ> rxv7 (bjbjUU @7|7|$3l     d 0Π$ 8~0FF^cccV8X8X8X8X8X8X8$U; u=v|8 cɵccc|8  F^k8c F ^V8cV8}0 ZF ãI  2>ZC808p= =Z      CAREGIVING NC II  HEALTH, SOCIAL, AND OTHER COMMUNITY DEVELOPMENT SERVICES SECTOR Technical Education and Skills Development Authority East Service Road, South Superhighway, Taguig, Metro Manila Technical Education and Skills Development Act of 1994 (Republic Act No. 7796) Section 22, Establishment and Administration of the National Trade Skills Standards of the RA 7796 known as the TESDA Act mandates TESDA to establish national occupational skill standards. The Authority shall develop and implement a certification and accreditation program in which private industry group and trade associations are accredited to conduct approved trade tests, and the local government units to promote such trade testing activities in their respective areas in accordance with the guidelines to be set by the Authority. The Training Regulations (TR) serve as basis for the: Competency assessment and certification; Registration and delivery of training programs; and Development of curriculum and assessment instruments. Each TR has four sections: Section 1 Definition of Qualification - refers to the group of competencies that describes the different functions of the qualification. Section 2 Competency Standards - gives the specifications of competencies required for effective work performance. Section 3 Training Standards - contains information and requirements in designing training program for certain Qualification. It includes curriculum design, training delivery; trainee entry requirements; tools and requirements; tools and equipment; training facilities and trainers qualification. Section 4 National Assessment and Certification Arrangement - describes the policies governing assessment and certification procedure TABLE OF CONTENTS HEALTH, SOCIAL, AND OTHER COMMUNITY DEVELOPMENT SERVICES SECTOR CAREGIVING NC II Page No. SECTION 1 CAREGIVING NC II QUALIFICATION 1 SECTION 2 COMPETENCY STANDARD Basic Competencies 2-13 Common Competencies 14-20 Core Competencies 21-73 SECTION 3 TRAINING STANDARDS 3.1 Curriculum Design Basic Competencies 74 Common Competencies 75 Core Competencies 76-78 3.2 Training Delivery 79 3.3 Trainee Entry Requirements 80 3.4 List of Tools, Equipment and Materials 80-82 3.5 Training Facilities 82 3.6 Trainers' Qualifications 83 3.7 Institutional Assessment 83 SECTION 4 NATIONAL ASSESSMENT AND CERTIFICATION ARRANGEMENTS 84 ACKNOWLEDGEMENT TRAINING REGULATIONS FOR CAREGIVING NC II SECTION 1 CAREGIVING NC II QUALIFICATION The CAREGIVING NC II Qualification consists of competencies that a person must achieve to provide care and support to infants/toddlers, provide care and support to children, foster social, intellectual, creative and emotional development of children, foster the physical development of children, provide care and support to elderly, provide care and support to people with special needs, maintain healthy and safe environment, respond to emergency, clean living room, dining room, bedrooms, toilet and bathroom, wash and iron clothes, linen, fabric, prepare hot and cold meals. The Units of Competency comprising this Qualification include the following: UNIT CODEBASIC COMPETENCIES500311105Participate in workplace communication500311106Work in a team environment500311107Practice career professionalism500311108Practice occupational health and safety procedures UNIT CODECOMMON COMPETENCIESHCS323201Implement and monitor infection control policies and proceduresHCS323202Respond effectively to difficult/challenging behaviorHCS323203Apply basic first aidHCS323204Maintain high standard of patient services UNIT CODECORE COMPETENCIESHCS323301Provide care and support to infants/toddlersHCS323302Provide care and support to childrenHCS323303Foster social, intellectual, creative and emotional development of childrenHCS323304Foster the physical development of childrenHCS323305Provide care and support to elderlyHCS323306Provide care and support to people with special needsHCS323307Maintain healthy and safe environmentHCS323308Respond to emergencyHCS323309Clean living room, dining room, bedrooms, toilet and bathroomHCS323310Wash and iron clothes, linen and fabricHCS323311Prepare hot and cold meals A person who has achieved this Qualification is competent to be a: Caregiver of an infant / toddler Caregiver of a child Caregiver of an elderly Caregiver of people with special needs SECTION 2 COMPETENCY STANDARDS This section gives the details of the contents of the basic, common and core units of competency required in CAREGIVING NC II. BASIC COMPETENCIES UNIT OF COMPETENCY : PARTICIPATE IN WORKPLACE COMMUNICATION UNIT CODE : 500311105 UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes required to gather, interpret and convey information in response to workplace requirements. ELEMENTPERFORMANCE CRITERIA Italicized terms are elaborated in the Range of VariablesObtain and convey workplace informationSpecific and relevant information is accessed from appropriate sources Effective questioning, active listening and speaking skills are used to gather and convey information Appropriate medium is used to transfer information and ideas Appropriate non-verbal communication is used Appropriate lines of communication with supervisors and colleagues are identified and followed Defined workplace procedures for the location and storage of information are used Personal interaction is carried out clearly and conciselyParticipate in workplace meetings and discussionsTeam meetings are attended on time Own opinions are clearly expressed and those of others are listened to without interruption Meeting inputs are consistent with the meeting purpose and established protocols Workplace interactions are conducted in a courteous manner Questions about simple routine workplace procedures and matters concerning working conditions of employment are tasked and responded to Meetings outcomes are interpreted and implementedComplete relevant work related documentsRange of forms relating to conditions of employment are completed accurately and legibly Workplace data are recorded on standard workplace forms and documents Basic mathematical processes are used for routine calculations Errors in recording information on forms/ documents are identified and properly acted upon Reporting requirements to supervisor are completed according to organizational guidelinesRANGE OF VARIABLES VARIABLERANGEAppropriate sourcesTeam members Suppliers Trade personnel Local government Industry bodiesMediumMemorandum Circular Notice Information discussion Follow-up or verbal instructions Face-to-face communicationStorageManual filing system Computer-based filing systemFormsPersonnel forms, telephone message forms, safety reportsWorkplace interactionsFace-to-face interactions Telephone conversations Electronic and two-way radio communication Written communication including electronic mail, memos, instruction and forms Non-verbal communication including gestures, signals, signs and diagramsProtocolsObserving meeting Compliance with meeting decisions Obeying meeting instructions EVIDENCE GUIDE Critical aspects of competencyAssessment requires evidence that the candidate: Prepared written communication following standard format of the organization Accessed information using communication equipment Made use of relevant terms as an aid to transfer information effectively Conveyed information effectively adopting the formal or informal communicationUnderpinning knowledge and attitudes Effective communication Different modes of communication Written communication Organizational policies Communication procedures and systems Technology relevant to the enterprise and the individuals work responsibilitiesUnderpinning skillsFollow simple spoken language Perform routine workplace duties following simple written notices Participate in workplace meetings and discussions Complete work related documents Estimate, calculate and record routine workplace measures Basic mathematical processes of addition, subtraction, division and multiplication Ability to relate to people of social range in the workplace Gather and provide information in response to workplace RequirementsResource implicationsThe following resources MUST be provided: Fax machine Telephone Writing materials InternetMethod of assessmentCompetency MUST be assessed through: Direct Observation Oral interview and written test6. Context of assessmentCompetency may be assessed individually in the actual workplace or through accredited institution UNIT OF COMPETENCY : WORK IN TEAM ENVIRONMENT UNIT CODE : 500311106 UNIT DESCRIPTOR : This unit covers the skills, knowledge and attitudes to identify role and responsibility as a member of a team. ELEMENTPERFORMANCE CRITERIA Italicized terms are elaborated in the Range of VariablesDescribe team role and scopeThe role and objective of the team is identified from available sources of information Team parameters, reporting relationships and responsibilities are identified from team discussions and appropriate external sources Identify own role and responsibility within teamIndividual role and responsibilities within the team environment are identified Roles and responsibility of other team members are identified and recognized Reporting relationships within team and external to team are identifiedWork as a team memberEffective and appropriate forms of communications used and interactions undertaken with team members who contribute to known team activities and objectives Effective and appropriate contributions made to complement team activities and objectives, based on individual skills and competencies and workplace context Observed protocols in reporting using standard operating procedures Contribute to the development of team work plans based on an understanding of teams role and objectives and individual competencies of the members. RANGE OF VARIABLES VARIABLERANGERole and objective of team Work activities in a team environment with enterprise or specific sector Limited discretion, initiative and judgment may be demonstrated on the job, either individually or in a team environmentSources of informationStandard operating and/or other workplace procedures Job procedures Machine/equipment manufacturers specifications and instructions Organizational or external personnel Client/supplier instructions Quality standards OHS and environmental standardsWorkplace contextWork procedures and practices Conditions of work environments Legislation and industrial agreements Standard work practice including the storage, safe handling and disposal of chemicals Safety, environmental, housekeeping and quality guidelines EVIDENCE GUIDE Critical aspects of competencyAssessment requires evidence that the candidate: Operated in a team to complete workplace activity Worked effectively with others Conveyed information in written or oral form Selected and used appropriate workplace language Followed designated work plan for the job Reported outcomes Underpinning knowledge and attitudesCommunication process Team structure Team roles Group planning and decision makingUnderpinning skillsCommunicate appropriately, consistent with the culture of the workplaceResource implicationsThe following resources MUST be provided: Access to relevant workplace or appropriately simulated environment where assessment can take place 4.2 Materials relevant to the proposed activity or tasksMethod of assessmentCompetency may be assessed through: Observation of the individual member in relation to the work activities of the group Observation of simulation and or role play involving the participation of individual member to the attainment of organizational goal 5.3. Case studies and scenarios as a basis for discussion of issues and strategies in teamworkContext of assessmentCompetency may be assessed in workplace or in a simulated workplace setting Assessment shall be observed while task are being undertaken whether individually or in group UNIT OF COMPETENCY : PRACTICE CAREER PROFESSIONALISM UNIT CODE : 500311107 UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes in promoting career growth and advancement. ELEMENTPERFORMANCE CRITERIA Italicized terms are elaborated in the Range of VariablesIntegrate personal objectives with organizational goalsPersonal growth and work plans are pursued towards improving the qualifications set for the profession Intra and interpersonal relationships are maintained in the course of managing oneself based on performance evaluation Commitment to the organization and its goal is demonstrated in the performance of dutiesSet and meet work priorities2.1 Competing demands are prioritized to achieve personal, team and organizational goals and objectives. 2.2 Resources are utilized efficiently and effectively to manage work priorities and commitments 2.3 Practices along economic use and maintenance of equipment and facilities are followed as per established proceduresMaintain professional growth and development3.1 Trainings and career opportunities are identified and availed of based on job requirements 3.2 Recognitions are sought/received and demonstrated as proof of career advancement 3.3 Licenses and/or certifications relevant to job and career are obtained and renewed  RANGE OF VARIABLES VARIABLERANGE1. Evaluation1.1 Performance Appraisal 1.2 Psychological Profile Aptitude Tests2. Resources2.1 Human 2.2 Financial 2.3 Technology 2.3.1 Hardware Software3. Trainings and career opportunities3.1 Participation in training programs 3.1.1 Technical 3.1.2 Supervisory 3.1.3 Managerial 3.1.4 Continuing Education 3.2 Serving as Resource Persons in conferences and workshops4. Recognitions4.1 Recommendations 4.2 Citations 4.3 Certificate of Appreciations 4.4 Commendations 4.5 Awards Tangible and Intangible Rewards5. Licenses and/or certifications5.1 National Certificates 5.2 Certificate of Competency Support Level Licenses 5.4 Professional Licenses EVIDENCE GUIDE 1. Critical aspects of competencyAssessment requires evidence that the candidate: Attained job targets within key result areas (KRAs) Maintained intra and interpersonal relationship in the course of managing oneself based on performance evaluation Completed trainings and career opportunities which are based on the requirements of the industries Acquired and maintained licenses and/or certifications according to the requirement of the qualification2. Underpinning knowledge and attitudes2.1 Work values and ethics (Code of Conduct, Code of Ethics, etc.) 2.2 Company policies 2.3 Company operations, procedures and standards 2.4 Fundamental rights at work including gender sensitivity 2.5 Personal hygiene practices3. Underpinning skills3.1 Appropriate practice of personal hygiene 3.2 Intra and Interpersonal skills 3.3 Communication skills4. Resource implicationsThe following resources MUST be provided: Workplace or assessment location 4.2 Case studies/scenarios5. Method of assessmentCompetency may be assessed through: Portfolio Assessment Interview Simulation/Role-plays Observation Third Party Reports Exams and Tests6. Context of assessmentCompetency may be assessed in the work place or in a simulated work place setting UNIT OF COMPETENCY : PRACTICE OCCUPATIONAL HEALTH AND SAFETY PROCEDURES UNIT CODE : 500311108 UNIT DESCRIPTOR : This unit covers the outcomes required to comply with regulatory and organizational requirements for occupational health and safety. ELEMENTPERFORMANCE CRITERIA Italicized terms are elaborated in the Range of VariablesIdentify hazards and risksSafety regulations and workplace safety and hazard control practices and procedures are clarified and explained based on organization procedures Hazards/risks in the workplace and their corresponding indicators are identified to minimize or eliminate risk to co-workers, workplace and environment in accordance with organization procedures Contingency measures during workplace accidents, fire and other emergencies are recognized and established in accordance with organization procedureEvaluate hazards and risksTerms of maximum tolerable limits which when exceeded will result in harm or damage are identified based on threshold limit values (TLV) Effects of the hazards are determined OHS issues and/or concerns and identified safety hazards are reported to designated personnel in accordance with workplace requirements and relevant workplace OHS legislationControl hazards and risks Occupational Health and Safety (OHS) procedures for controlling hazards/risks in workplace are consistently followed Procedures for dealing with workplace accidents, fire and emergencies are followed in accordance with organization OHS policies Personal protective equipment (PPE) is correctly used in accordance with organization OHS procedures and practices Appropriate assistance is provided in the event of a workplace emergency in accordance with established organization protocolMaintain OHS awarenessEmergency-related drills and trainings are participated in as per established organization guidelines and procedures OHS personal records are completed and updated in accordance with workplace requirements  RANGE OF VARIABLES VARIABLERANGESafety regulationsMay include but are not limited to: Clean Air Act Building code National Electrical and Fire Safety Codes Waste management statutes and rules Philippine Occupational Safety and Health Standards DOLE regulations on safety legal requirements ECC regulationsHazards/RisksMay include but are not limited to: 2.1 Physical hazards impact, illumination, pressure, noise, vibration, temperature, radiation 2.2 Biological hazards- bacteria, viruses, plants, parasites, mites, molds, fungi, insects 2.3 Chemical hazards dusts, fibers, mists, fumes, smoke, gases, vapors 2.4 Ergonomics Psychological factors over exertion/ excessive force, awkward/static positions, fatigue, direct pressure, varying metabolic cycles Physiological factors monotony, personal relationship, work out cycleContingency measuresMay include but are not limited to: Evacuation Isolation Decontamination (Calling designed) emergency personnelPPEMay include but are not limited to: 4.1 Mask 4.2 Gloves 4.3 Goggles 4.4 Hair Net/cap/bonnet 4.5 Face mask/shield 4.6 Ear muffs 4.7 Apron/Gown/coverall/jump suit 4.8 Anti-static suitsEmergency-related drills and training5.1 Fire drill 5.2 Earthquake drill 5.3 Basic life support/CPR 5.4 First aid 5.5 Spillage control 5.6 Decontamination of chemical and toxic 5.7 Disaster preparedness/managementOHS personal recordsMedical/Health records Incident reports Accident reports OHS-related training completed EVIDENCE GUIDE 1. Critical aspects of competencyAssessment requires evidence that the candidate: Explained clearly established workplace safety and hazard control practices and procedures Identified hazards/risks in the workplace and its corresponding indicators in accordance with company procedures Recognized contingency measures during workplace accidents, fire and other emergencies Identified terms of maximum tolerable limits based on threshold limit value (TLV). Followed Occupational Health and Safety (OHS) procedures for controlling hazards/risks in workplace Used Personal Protective Equipment (PPE) in accordance with company OHS procedures and practices Completed and updated OHS personal records in accordance with workplace requirements 2. Underpinning knowledge and attitudesOHS procedures and practices and regulations PPE types and uses Personal hygiene practices Hazards/risks identification and control Threshold Limit Value (TLV) OHS indicators Organization safety and health protocol Safety consciousness Health consciousness3. Underpinning skillsPractice of personal hygiene Hazards/risks identification and control skills Interpersonal skills 3.4 Communication skills4. Resource implicationsThe following resources MUST be provided: Workplace or assessment location OHS personal records 4.3 PPE 4.4 Health records5. Method of assessmentCompetency may be assessed through: Portfolio Assessment Interview 5.3 Case Study/Situation6. Context of assessmentCompetency may be assessed in the work place or in a simulated work place setting COMMON COMPETENCIES UNIT OF COMPETENCY : IMPLEMENT AND MONITOR INFECTION CONTROL POLICIES AND PROCEDURES UNIT CODE : HCS323201 UNIT DESCRIPTOR : This unit is concerned with infection control responsibilities of employees with supervisory accountability to implement and monitor infection control policy and procedures in a specific work unit or team within an organization. This unit does not apply to a role with organization-wide responsibilities for infection control policy and procedure development, implementation or monitoring. ELEMENTPERFORMANCE CRITERIA Italicized terms are elaborated in the Range of Variables1. Provide information to the work group about the organizations infection control policies and procedures Relevant information about the organizations infection control policy and procedures, and applicable industry codes of practice are accurately and clearly explained to the work group. Information about identified hazards and the outcomes of infection risk assessments is regularly provided to the work group. Opportunity is provided for the work group to seek further information on workplace infection control issues and practices.2. Integrate the organizations infection control policy and procedure into work practicesInfection control policy and procedures are implemented by supervisor and members of the work group. Liaison is maintained with person responsible for organization-wide infection control. The Supervisors coaching support ensures that individuals/teams are able to implement infection control practices. Work procedures are adopted to reflect appropriate infection control practice. Issues raised through consultation are dealt with and resolved promptly or referred to the appropriate personnel for resolution. Workplace procedures for dealing with infection control risks and hazardous events are implemented whenever necessary. Employees are encouraged to report infection risks and to improve infection control procedures. ELEMENTPERFORMANCE CRITERIA Italicized terms are elaborated in the Range of Variables3. Monitor infection control performance and implement improvements in practices 3.1 Infection control hazardous events are investigated promptly to identify their cause in accordance with organization policy and procedures. Work procedures to control infection risks are monitored to ensure compliance. Work procedures are regularly reviewed and adjusted to ensure improvements in infection control practice. Supervisor provides feedback to team and individuals on compliance issues, changes in work procedures and infection control outcomes. Training in work procedures is provided as required to ensure maintenance of infection control standards. Inadequacies in work procedures and infection control measures are identified, corrected or reported to designated personnel. Records of infection control risks and incidents are accurately maintained as required. Aggregate infection control information reports are used to identify hazards, to monitor an improve risk control methods and to indicate training needs.  RANGE OF VARIABLES VARIABLERANGE1. Infection Control Policies and Procedures This may include but not limited to: Cleaning procedures and schedules Cleaning agents Cleaning equipment Handling, storage and disposal of all types of waste Food handling and food safety Hygiene procedures Infection control risk management Infection control incident and hazard reporting Sterilizing Linen production and handling Maintenance procedures Storage requirements Personal protective clothing Work flows Management of blood and body fluid spills Single use of disposables Aseptic techniques Skin preparation procedures Immunization Needle stick injuries Personal contact with infectious patients Standard and additional precautions Confidentiality Employee training Contractors2. Industry Codes of Practice2.1 National Health and Medical Research Council Guidelines for Infection Control 2.2 Local and National Government Guidelines and Standards 2.3 Manufacturers recommendations and operating manuals3. Identified hazards and the outcomes of infection risk assessmentsMay include but not limited to: Sharps Glass Waste Human waste and human tissues Personal contact with infectious patients Animals, insects and vermin Stock, including food, which has passed used-by dates Incorrect concentration of disinfectants and chemicals Cleaning Procedures Linen handling procedures Work flows Use of personal protective clothing Food safety Personal hygiene VARIABLERANGE4. Infection Control Monitoring Procedures Observations Interviews Surveys and inspections Quality assurance activities Review of outcomes Data analysis5. Designated personnelManager Infection Control Coordinator Quality Improvement Coordinator Infection Control Committee Occupational Health and Safety Committee6. Aggregate infection control informationRecords of needle stick injuries Hospital-acquired infection rates DOH healthcare standards clinical indicators HACCP records Hazard reports EVIDENCE GUIDE 1. Critical aspects of competency Assessment requires evidence that the candidate: Communicated with team and individuals on organizational policy and procedures for infection control. Applied infection control policies ad procedures which impact on work processes of the specific work unit. Applied procedures for adopting appropriate infection practices within work unit. Provided appropriate supervision of work group2. Underpinning knowledge and attitudesWorking knowledge, consistent with the elements of competence of the organizations applicable infection control policy and procedures and relevant industry codes of practice. The hierarchy risk control measures from most to least preferred, that is, elimination, engineering controls, administrative control and lastly personal equipment. Knowledge of infection risks and control measures in specific work processes. The significance of patient confidentiality in relation to infection control. The significance of other management systems and procedures for infection control. Literacy levels and communication skills of work group members and consequent suitable communication techniques. Organizational procedures for monitoring and training. 2.8 Basic understanding of communicable disease transmission.3. Underpinning skillsEffective communication and interpersonal skills including: language competence literacy and reading competence Negotiation Work planning and management Management of change of work processes Monitoring compliance with policy and procedures Maintain and interpret infection control records4. Resource implicationsThe following resources MUST be provided: Workplace infection control and health and safety policies and procedures Waste management procedures Food safety procedures Other organizational policies and procedures Duties statements and/or job descriptions5. Method of assessmentCompetency may be assessed through: Observation Interview Portfolio 5.4 Demonstration with questioning6. Context of assessment6.1 Assessment may be done in the workplace or in a simulated workplace setting. UNIT OF COMPETENCY : RESPOND EFFECTIVELY TO DIFFICULT/CHALLENGING BEHAVIOR UNIT CODE : HCS323202 UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes to effectively respond to difficult or challenging behavior of patient. ELEMENTPERFORMANCE CRITERIA Italicized terms are elaborated in the Range of Variables1. Plan responsesResponses are planned to instances of difficult or challenging behavior to maximize the availability of other appropriate staff and resources. Specific manifestations of difficult or challenging behavior are identified and strategies appropriate to these behaviors are planned as required. Safety of self and others is given priority in responding to difficult or challenging behavior according to institutional policies and procedures.2. Apply responseDifficult or challenging behavior is dealt with promptly, firmly and diplomatically in accordance with institutional policy and procedures. Communication is used effectively to achieve the desired outcomes in responding to difficult or challenging behavior. Appropriate strategies are selected to suit particular instances of difficult or challenging behavior.3. Report and review incidentsIncidents are reported according to institutional polices and procedures. Incidents are reviewed with appropriate staff and suggestions appropriate to area of responsibility are made. Debriefing mechanisms and other activities are used and participated in. Advice and assistance is sought from legitimate sources when appropriate. RANGE OF VARIABLES VARIABLERANGE1. Planned responses Own ability and experience Established institutional procedures Knowledge of individual persons and underlying causes2. Difficult or challenging behaviorsAggression/Assaultive behavior Confusion or other cognitive impairment Noisiness Manipulative Wandering Self-destructive Intoxication Withdrawn/depressed Negativistic Intrusive behavior Verbal offensiveness3. Strategies for dealing with challenging behaviors3.1 Diversional activities 3.2 Referring to appropriate personnel e.g. supervisor, security officer 3.3 Following established emergency response procedures4. Selection of strategies for dealing with challenging behaviorsThe nature of the incident Potential effect on different parties, patient, staff and others Established procedures and guidelines5. Institutional policies and proceduresIncident reporting and documentation Operational guidelines for handling incidents and/or cases involving difficult and challenging behavior Debriefing of staff involved in the incident EVIDENCE GUIDE 1. Critical aspects of competencyAssessment requires evidence that the candidate: Identified specific manifestations of difficult or challenging behavior and strategies are planned, selected and applied as required. Maintained personal safety and the safety of others. Reported incidents, reviewed and responded quickly and effectively to contingencies. Debriefing mechanisms are used.2. Underpinning knowledge and attitudesOSH and issues relating to difficult and challenging behavior Patient issues which need to be referred to an appropriate health professional Ability to interpret and follow the instructions and guidance of health professionals involved with the care of patient/client3. Underpinning skillsEffectively using techniques for monitoring own service area including client satisfaction Speaking in affirm, diplomatic and culturally appropriate manner Remaining calm and positive in adversity Thinking and responding quickly and strategically Remaining alert to potential incidents of difficult or challenging behavior Monitoring and/or maintaining security equipment Ability to work with others and display empathy with patient and relatives4. Resource implicationsThe following resources MUST be provided: Access to relevant workplace or appropriately simulated environment where assessment can take place Relevant institutional policy, guidelines, procedures and protocols Emergency response procedures and employee support arrangements5. Method of assessmentCompetency MUST be assessed through: Observation with questioning Demonstration with questioning6. Context of assessment6.1 Assessment may be done in the workplace or in a simulated workplace setting. UNIT OF COMPETENCY : APPLY BASIC FIRST AID UNIT CODE : HCS323203 UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes required to provide an initial response where First Aid is required. In this unit it is assumed that the First Aider is working under supervision and/or according to established workplace First Aid procedures and policies. ELEMENTPERFORMANCE CRITERIA Italicized terms are elaborated in the Range of Variables1. Assess the situationPhysical hazards to self and casualtys health and safety are identified. Immediate risks to self and casualtys occupational health safety (OSH) are minimized by controlling the hazard in accordance with OSH requirements. 1.3 Casualtys vital signs and physical condition are assessed in accordance with workplace procedures.2. Apply basic first aid techniquesFirst Aid management is provided in accordance with established First Aid procedures. Casualty is reassured in a caring and calm manner and made comfortable using available resources. First Aid assistance is sought from others in a timely manner and as appropriate. Casualtys condition is monitored and responded to in accordance with effective First Aid principles and workplace procedures. Details of casualtys physical condition, changes in conditions, management and response are accurately recorded in line with organizational procedures. Casualty management is finalized according to his/her needs and First aid principles.3. Communicate details of the incident3.1 Appropriate medical assistance is requested using relevant communication media and equipment. 3.2 Details of casualtys condition and management activities are accurately conveyed to emergency services/relieving personnel. 3.3 Reports to supervisors are prepared in a timely manner, presenting all relevant facts according to established company procedures. RANGE OF VARIABLES VARIABLERANGE1. First Aid Management This may include but not limited to: Workplace policies and procedures Industry/site specific regulations, codes OSH State and territory workplace health and safety requirements Allergies the casualty may have2. Physical HazardsThis may include but not limited to: Workplace hazards Environmental hazards Proximity of other people Hazards associated with casualty management processes3. RisksMay include but not limited to: 3.1 Worksite equipment, machinery and substances 3.2 Environmental risks 3.3 Bodily fluids 3.4 Risk of further injury to the casualty 3.5 Risk associated with the proximity of the others and bystanders4. Casualtys ConditionMay include but not limited to: Abdominal injuries Allergic reactions Bleeding Burns-thermal, chemical, friction, electrical Cardiac conditions Chemical contamination Cod injuries Crush injuries Dislocations Drowning Eye injuries Fractures Head injuries Epilepsy Minor skin injuries Neck and spinal injuries Needle stick injuries Poisoning and toxic substances Shock Smoke inhalation5. Equipment and ResourcesDefibrillation units Pressure bandages Thermometers First Aid Kit Eyewash Thermal Blankets Pocket Face Masks Rubber Gloves Dressing VARIABLERANGE Space Device Cervical Collars6. Communication SystemMobile phone Satellite phones HF/VHF radio Flags Flares Two-way radio Email Electronic equipment7. Vital signsBreathing Circulation Consciousness8. First Aid PrinciplesChecking the site for danger to self, casualty and others and minimizing the danger Checking and maintaining the casualtys airways, breathing and circulation EVIDENCE GUIDE 1. Critical aspects of competencyAssessment requires evidence that the candidate: Complied with institutional requirements, OSH laws infections control and manual handling procedures and relevant health organizations. Identified physical hazards of the casualty and minimized immediate risks. Assessed and monitored the physical condition of the casualty. Responded to emergency using basic life support measures. Provided initial response where First aid is required. Dealt with complex casualties or incident. Prepared reports to concerned personnel in a timely manner.2. Underpinning knowledge and attitudesBasic anatomy and physiology Company standard operating procedures (SOPs) Dealing with confidentiality Knowledge of the First Aiders skills limitations OSH legislation and regulations How to gain access to and interpret material safety data sheets3. Underpinning skills3.1 Resuscitation 3.2 Safe manual handling of casualty 3.3 Consideration of the welfare of the casualty 3.4 Report preparation Communication skills Ability to interpret and use listed documents4. Resource implicationsThe following resources MUST be provided: Access to relevant work station Relevant institutional policy, guidelines, procedures and protocols Equipment and materials relevant to the proposed activities5. Method of assessmentCompetency may be assessed through: 5.1 Demonstration with questioning 5.2 Interview Third Party Report Portfolio6. Context of assessment6.1 Assessment may be done in the workplace or in a simulated workplace setting. UNIT OF COMPETENCY : MAINTAIN HIGH STANDARDS OF PATIENT SERVICES UNIT CODE : HCS323204 UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes required in the maintenance of high standards of patient services. ELEMENTPERFORMANCE CRITERIA Italicized terms are elaborated in the Range of Variables1. Communicate appropriately with patientsEffective communication strategies and techniques are identified and used to achieve best patient service outcomes. Complaints are responded to in accordance with organizational policy to ensure best service to patients. Complaints are dealt with in accordance with established procedures. Interpreter services are accessed as required. Action is taken to resolve conflicts either directly, where a positive outcome can be immediately achieved, or by referral to the appropriate personnel. Participation in work team is constructive and collaborative and demonstrates an understanding of own role.2. Establish and maintain good interpersonal relationship with patientsRapport is established to ensure the service is appropriate to and in the best interests of patients. Effective listening skills are used to ensure a high level of effective communication and quality of service. Patient concerns and needs are correctly identified and responded to responsibility and accordingly established procedures and guidelines. Effectiveness of interpersonal interaction is consistently monitored and evaluated to ensure best patient service outcomes.3. Act in a respectful manner at all times3.1 Respect for differences is positively, actively and consistently demonstrated in all work. 3.2 Confidentiality and privacy of patients is maintained. 3.3 Courtesy is demonstrated in all interactions with patients, visitors, carers and family. 3.4 Assistance with the care of patients with challenging behaviors is provided in accordance with established procedures. 3.5 Techniques are used to manage and minimize aggression. ELEMENTPERFORMANCE CRITERIA Italicized terms are elaborated in the Range of Variables4. Evaluate own work to maintain a high standard of patient serviceAdvice and assistance is received or sought from appropriate sources on own performance. 4.2 Own work is adjusted, incorporating recommendations that address performance issues, to maintain the agreed standard of patient support. RANGE OF VARIABLES VARIABLERANGE1. Patients This may include but not limited to: Patients Prospective patients to the service/s Patient may be in contact with the institution through appropriate health care personnel and professionals or other advocates or agencies2. Others with whom interaction is required in regard to patient servicesOther staff and team members Service units or departments Family members, carers and friends of patients Professional representatives or agents of patients such as: Medical specialists Nurses Social workers Dietitians Therapists Allied health professionals Volunteers Teachers and/or spiritual Community 2.5 General Public3. Communication3.1 English/Tagalog/Vernacular 3.2 Sign language 3.3 Through an interpreter 3.4 Community language as required by the service/organization 4. Modes of communication Continuing interaction with patients and clients Verbal conversations either in person or via telephone Written notes by post or electronic media Worker, family member friend or professional interpreter who has relevant languages5. Respect for differencePhysical 5.2 Cognitive/mental or intellectual issues that may impact on communication VARIABLERANGE 5.3 Cultural and ethnic 5.4 Religious/spiritual Social Age Language literacy and numeracy abilities Sexuality and sexual preference6. Confidentiality and privacy of patientsFees Health fund entitlements Welfare entitlements Payment methods and records Public environments Legal and ethical requirements Writing details (i.e. medical and consent forms) Conversations on the telephone Secure location for written records Offering a private location for discussions Information disclosed to an appropriate person consistent with ones level of responsibility7. Performance monitoringSelf-monitoring Supervisor assessment Patient feedback EVIDENCE GUIDE 1. Critical aspects of competencyAssessment requires evidence that the candidate: 1.1 Communicated appropriately with patients 1.2 Handled complaints and resolved conflict, or referred matters to supervisors when required. 1.3 Complied with relevant policies, protocols, guidelines and procedures of the organization. Established and maintained good interpersonal relationship with patients Demonstrated courtesy in all interactions with patients, their visitors and family.2. Underpinning knowledge and attitudesRoles and responsibilities of self and other workers within the organization When client/patient issues need to be referred to an appropriate health professional Organizational policies and procedures for privacy and confidentiality of information provided by patients and others Knowledge of cultures relevant to the particular service Institutional policy on patient rights and responsibilities3. Underpinning skills3.1 Establishing and maintaining relationships taking into account individual differences 3.2 Using effective listening techniques 3.3 Using appropriate verbal and non verbal communication styles 3.4 Ability to interpret and follow the instructions and guidance of health professionals involved with the care of patients/clients 3.5 Oral and written communication 3.6 Problem solving skills required include the ability to use available resources and prioritize workload Ability to deal with conflict Ability to work with others and display empathy with patient and relatives4. Resource implicationsThe following resources MUST be provided: Access to relevant workplace or appropriately simulated environment where assessment can take place. Relevant government and organizational policy, guidelines, procedures and protocols. Any relevant legislation in relation to service delivery.5. Method of assessmentCompetency may be assessed through: 5.1 Demonstration with questioning 5.2 Interview 5.3 Third Party Report6. Context of assessment6.1 Assessment may be done in a simulated workplace setting. CORE COMPETENCIES UNIT OF COMPETENCY : PROVIDE CARE AND SUPPORT TO INFANTS AND TODDLERS UNIT CODE : HCS323301 UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes required to provide care and support to infants and toddlers ages from birth to three years. ELEMENTPERFORMANCE CRITERIA Italicized terms are elaborated in the Range of Variables1. Comfort infants and toddlersTools and equipment are prepared according to the need of the infant/toddler. Distressed infants and toddlers are responded to based on appropriate methods, activity and non-verbal cues. Infants and toddlers are picked up and cuddled according to procedure.2. Bathe and dress infants and toddlersInfants and toddlers vital signs are checked based on procedure. Water quantity and temperature are checked as per requirement. Infants and toddlers are bathed according to procedure. Comforters are made available to infant and toddler when needed.3. Feed infants and toddlersInfants and toddlers feeding bottles are cleaned and sterilized as needed. Milk formula is prepared as prescribed.4. Put infants and toddlers to sleepInfants and toddlers crib is prepared based on procedure. Infants and toddlers are put to sleep based on procedure.5. Enhance social, physical, intellectual, creative and emotional activities of infants and toddlersInfants and toddlers are exposed to family members, relatives and playmates for communication and interaction purposes. Infants/toddlers are provided with manipulative or creative toys and games as needed. Infants/toddlers are given exercise activities as required. RANGE OF VARIABLES VARIABLERANGE1. Tools and Equipment Infants crib/bed Blanket/comforters Infant carrier Stroller Bassinet Bathing paraphernalia (e.g. Baby bath tub, baby toiletries, towel, etc.) Babys Layettes Feeding bottles with cap, ring and nipple Thermometer Thermometer Tray Sterilizer Infants/Toddlers Formula Bibs Nursery Rhymes Toys for the Crib (Mobile) Infants/Toddlers Toys Story Books2. Appropriate method or Activities Imitating babies vocalizations Talking Singing Laughing Rhymes Finger Games Holding Dancing Gentle Bouncing Substituting Activities Playing 2.12 Distraction to an activity 2.13 Cuddles, comfort 2.14 Listening, talking with the infant or toddler quietly 2.15 Use of transition object3. Infants/toddlers may show distress by:Crying Appearing withdrawn Squirming Lack of eye contact Sleeping difficulties Whining Not playing or not playing creatively Repetitive display of trauma Aggression Regression Speech difficulties (e.g. Stuttering) Toilet training difficulties Nervous tics (e.g. Cough) Hunger Tiredness Discomfort Fear Anxiety Boredom Clinging behavior4. Non Verbal CuesCues to indicate distress Response to an interesting activity Smiling Cues that express a desire to engage in an activity of interaction5. Comforters 5.1 Special toys 5.2 Blankets 5.3 Dummies EVIDENCE GUIDE 1. Critical aspects of competencyAssessment requires evidence that the candidate: Responded to distressed infants and toddlers in a relaxed and calm manner. Took vital signs, bathed and dressed/undressed infant/toddler. Prepared milk formula and fed infant as prescribed. Cleaned and sterilized feeding bottles. Put infants/toddlers to sleep. Enhanced social, physical, intellectual, creative and emotional activities of the infant/toddler. Demonstrated the ability to assess infants/toddlers needs appropriately.2. Underpinning knowledge and attitudesThe Dependent Nature of Infants/Toddlers Bathing Paraphernalia and ; Types, Uses, Specification Procedures in Taking Vital Signs Basic Infant Care Procedures in Bathing and Dressing/Undressing of infants Infant Diet Procedures in Feeding Types and Uses of Clothes and Underwear Specifications and Uses of Non-Slip Rubber Mat Hand Washing Procedures Specifications of Different Types of Thermometer Table Etiquette Signs of Infants/Toddlers Distress 3. Underpinning skillsCommunication Skills ( listening, speaking, verbal and non-verbal) Empathy Interpersonal Skills Creative Skills Ability to establish bonding with infant/toddler Basic Measurement4. Resource implicationsThe following resources MUST be provided: A childcare workplace Facilities, equipment and materials relevant to the unit of competency5. Method of assessment Competency MUST be assessed through: 5.1 Demonstration with questioning 5.2 Interview6. Context of assessment6.1 Competency may be assessed in the workplace or in a simulated work setting.  UNIT OF COMPETENCY : PROVIDE CARE AND SUPPORT TO CHILDREN UNIT CODE : HCS323302 UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes required to provide care and support to children between three (3) years old and twelve (12) years old. ELEMENTPERFORMANCE CRITERIA Italicized terms are elaborated in the Range of Variables1. Instill personal hygiene practices to childrenHygiene practices are explained clearly to children based on established procedures. Personal hygiene procedure is demonstrated to children based on health and safety procedures. Children paraphernalia are maintained based on healthy procedures.2. Bathe and dress childrenChildrens vital signs are checked before bathing based on procedures. Bathing paraphernalia are prepared as per procedure. Bath water quantity and temperature are checked based on health requirements of the child. Children are assisted in dressing up according to prevailing weather condition Childrens preferences and decisions are acknowledged, respected and followed whenever appropriate and possible Children with difficult behavior in bathing are dealt with appropriately as per procedure.3. Feed children Nutritional requirements of children are determined according to their developmental stage. 3.2 Menu is prepared in accordance with childrens nutritional and cultural requirements. 3.3 Appetizing food and drink are prepared and served sufficiently and appropriately according to the childs health needs and preferences. 3.4 Children are fed following healthy procedures. RANGE OF VARIABLES VARIABLERANGE1. Childrens paraphernaliaBathing paraphernalia and toiletries Diaper Clothes Grooming Kit (baby hairbrush, comb, nail scissors) Oral Hygiene (toothbrush, toothpaste) Feeding Utensils Bibs High Chair/Booster Seat/Portable Seat Thermometer Thermometer Tray2. Nutritional requirementsNutritious food Balance Diet Relevant nutritional needs according to age level3. Menu3.1 Breakfast 3.2 Lunch 3.3 Dinner 3.4 Snacks4. Cultural requirements Meal patterns over a day Drinks provided Foods used Hot or cold meals Spices and flavorings used Inclusion of sweets5. Appetizing food 5.1 Color 5.2 Shape 5.3 Texture 5.4 Variety 6. Health needs of children 6.1 Medical advice and diet 6.2 Allergies to certain foods7. Food and drink preferences 7.1 Culture 7.2 Dietary Requirements 7.3 Religion 7.4 Age 7.5 Family Patterns 7.6 Individual Tastes 7.7 Stage of the Day EVIDENCE GUIDE 1. Critical aspects of competencyAssessment may requires evidence that the candidate: Demonstrated ability to prepare nutritious foods suitable for children. Instilled personal hygiene practices to children. Took vital signs before bathing the child. 1.4 Demonstrated feeding procedures.2. Underpinning knowledge and attitudesBathing and Dressing/Undressing Procedures 2.2 Procedures of Feeding Children 2.3 Procedures in Taking Vital Signs 2.4 Proper Health Care of Children 2.5 Hand Washing Procedures 2.6 Table Etiquette 2.7 Good Grooming 2.8 Nutritional Needs of Children 2.9 Fat Contents of Foods 2.10 Dietary Requirements for Infants 2.11 Cultural Practices and Beliefs about Food Provision 2.12 Impact of Foods and Drinks on Dental Health 2.13 Storage of Food Temperatures 2.14 Food Preparation and Cooking3. Underpinning skills3.1 Cooking and Preparing Food Menu Planning Basic Measurements4. Resource implicationsThe following resources MUST be provided: A childcare workplace Facilities, equipment and materials relevant to the unit of competency5. Method of assessmentCompetency MUST be assessed through: Demonstration with questioning Interview6. Context of assessment6.1 Competency may be assessed in the workplace or in a simulated work setting. UNIT OF COMPETENCY : FOSTER THE SOCIAL, INTELLECTUAL, CREATIVE AND EMOTIONAL DEVELOPMENT OF CHILDREN UNIT CODE : HCS323303 UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes required to foster the social, intellectual, creative and emotional development of children from 1-12 years old. ELEMENTPERFORMANCE CRITERIA Italicized terms are elaborated in the Range of Variables1. Foster childrens independence and autonomy 1.1 Opportunities to develop self help skills and independence are provided as needed. 1.2 Children are given opportunities to make choice in appropriate ways taking into consideration their individual differences. Children are encouraged to accept responsibility for their own actions. 1.4 Opportunities are created for children to participate in decision making.2. Encourage children to express their feelings, ideas and needsChildren are encouraged to express their feelings, ideas and needs based on social norm. Children are provided with activities as means of releasing their feelings according to their interests and needs. Children are encouraged to respect each others individual needs, abilities and interest. 3. Stimulate childrens awareness and creativityChildren are encouraged to express their imagination and creativity based developmental needs. Children are provided with activities that would support awareness of the range of movements of their own body based on developmental needs. Materials and experiences are provided that would stimulate their various senses based on their interests. 3.4 Experiences that develop and enhance imagination and creativity are provided based on their interests.4. Foster childrens self esteem and development of self concept Opportunities are provided for children to experience their individual strengths and needs. Acknowledgement and positive support are given based on child experience negative feeling (frustration, aggression, depression, fear and anxiety). Activities that present a challenge within the childs needs and capabilities are provided based on developmental stage. Individual differences are acknowledged and respected based on childs development stage. Childrens achievements are acknowledged and appreciated based on preference. Childrens positive self-worth and self esteem are enhanced. RANGE OF VARIABLES VARIABLERANGE1. Opportunities Socio dramatic play Movement Listening to music Art experiences including day and finger painting2. Individual differences2.1 Age 2.2 Gender 2.3 Family background and lifestyle 2.4 Abilities and disabilities 2.5 Style of social interaction 2.6 Appearance 2.7 Cultural beliefs and practices 2.8 Temperament 2.9 Interests 2.10 Peer group acceptance, membership or isolation3. Childrens activitiesChildrens activities are carried out with the use of the following: Playpen with approximate toys according to age group (cradle toys, objects to explore by mouth, swinging toys, rattles, toys to poke, squeeze and push along Audio Visual Equipment (radio cassette, TV) Coloring Books Crayons Pencils Peg Boards Beads to String Construction Sets Scissors Paper Color Paint/Short Fat Paint Brushes Play Dough Activity Kit Puzzles Books Manual EVIDENCE GUIDE 1. Critical aspects of competencyAssessment requires evidence that the candidate: Demonstrated ability to evaluate the emotional and psychological stage of the child and to plan activities which will enhance their development Demonstrated ability to assist children to be creative through providing a stimulating and challenging environment, taking into account childs age, development, culture and abilities Demonstrated ability to engage children in a range of developmental opportunities which are matched to their developmental stage and specific needs2. Underpinning knowledge and attitudes2.1 Psychology of Children 2.2 Cultural Awareness 2.3 Processes for Creative and Artistic Expression 2.4 Children Developmental Stages 2.5 Understanding of Childrens Physical and Skills Development 2.6 Childrens Needs, Interests and Problems3. Underpinning skills3.1 Planning 3.2 Interpersonal Skills 3.3 Motivational Skills4. Resource implicationsThe following resources MUST be provided: A childcare workplace Facilities, equipment and materials relevant to the unit of competency5. Method of assessmentCompetency MUST be assessed through: Demonstration with questioning Interview6. Context of assessment6.1 Competency may be assessed in the workplace or in a simulated work setting. UNIT OF COMPETENCY : FOSTER PHYSICAL DEVELOPMENT OF CHILDREN UNIT CODE : HCS323304 UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes required to foster specific physical development of children from 1-12 years old. ELEMENTPERFORMANCE CRITERIA Italicized terms are elaborated in the Range of Variables1. Enhance physical activities of childrenChildren are provided with tools and equipment based on physical development needs. Children are given exercise or activities based on needs.2. Create opportunities for children to develop a wider range of physical developmentChildren are provided opportunities to develop their physical skills based on development needs. Children are given the opportunities to develop themselves physically in accordance with resources available. Equipment and tools are made available based on needs. Opportunities for physical development are provided based on childs stage of growth and development. Children are monitored and encouraged to develop healthy sleeping patterns and practices based on physical needs.4. Provide experience to support physical development of childrenExperiences are provided which will develop and enhance physical fitness. Encouragement is given to children to learn to develop habit forming physical activities Ways and means for the child to participate in physical fitness are communicated, modeled and practiced RANGE OF VARIABLES VARIABLERANGE1. Tools and equipment Playpen with approximate toys according to age group (cradle toys, objects to explore by mouth, swinging toys, rattles, toys to poke, squeeze and push along Audio Visual Equipment (radio cassette, TV) Coloring Books Crayons Pencils Peg Boards Beads to String Construction Sets Scissors Paper Color Paint/Short Fat Paint Brushes Play Dough Activity Kit Puzzles Books Manual2. Opportunities to support childrens development will vary according to a number of factors such as:Child/Worker Ratios Physical Environment Constraints & Potential Purpose of the Service The amount and type of support from parents and participation by parents The level of support available to the service from external bodies e.g. advice specialist services, resource workers The frequency and regularity of use of the service by the child 2.7 Age of the Child3. Physical skills Skills in motor areas fine and gross motor Dexterity Eye Hand Coordination Balance Locomotion Coordination4. Opportunities to develop physical fitness skills may include: 4.1 Active Games 4.2 Sports 4.3 Exercises Setting up venue/environment 4.5 Range of environments and equipment 4.6 Socio dramatic play Play with construction materials Art activities 5. Opportunities to develop relevant physical skills will vary according to the age/disability of the child -5.1 For infants 5.1.1 Equipment and toys such as cradle toys, objects to explore by mouth, swinging toys, rattles, toys to poke, squeeze and push along 5.2 For Toddlers Opportunities provided to practice new skills of walking, climbing, balancing and pushing and pulling wheeled toys 5.3 For 3 to 5 years old Opportunities to develop fine motor skills such as puzzles, peg boards, beads to string, construction sets, crayons, brushes, scissors Opportunities to practice large muscle skills such as running, jumping, catching a ball etc. 5.4 For 6 to 12 years old 5.4.1 Opportunities for development of balance, skilled climbing, riding, skating opportunities to develop skills in running kicking, catching, skipping, throwing, writing, drawing, gluing etc. 6. Opportunities provided to develop skills may be needed to adapt to factors such as: 6.1 Indoor and Outdoor Facilities 6.2 Environment 6.3 Venue/Location 6.4 Type of Service 6.5 Workers own physical capabilities 6.6 The desire for children to set up equipment themselves 6.7 Safety considerations 6.8 Peer group pressure7. Advice may be sought from: 7.1 Physiotherapist 7.2 Occupational Therapist Other Staff Parents EVIDENCE GUIDE 1. Critical aspects of competencyAssessment requires evidence that the candidate: Demonstrated ability to engage children in a range of developmental opportunities which are matched to their developmental stage and specific needs2. Underpinning knowledge and attitudesKnowledge and understanding of childrens physical development and skill development Acceptance of each childs rate of development, needs, interests and strengths Experiences that will target specific areas of physical development Needs of children with a sensory/physical disability Equipment, toys and resources that can be used to stimulate physical development Knowledge of interaction between physical development and other areas of development especially social and psychological development Relevant organizational standards, policies and procedures3. Underpinning Skills3.1 Planning 3.2 Interpersonal Skills 3.3 Motivational Skills4. Resource implicationsThe following resources MUST be provided: A childcare workplace Facilities, equipment and materials relevant to the unit of competency5. Method of assessmentCompetency MUST be assessed through: 5.1 Interview/oral questioning6. Context of assessment6.1 Competency may be assessed either in the workplace or in a simulated workplace setting. UNIT OF COMPETENCY : PROVIDE CARE AND SERVICES TO ELDERLY UNIT CODE : HCS323305 UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes required in providing support and assistance to maintain quality care for the elderly to meet his/her daily needs including nourishment, mobility, personal hygiene and other support within the plan of care. ELEMENTPERFORMANCE CRITERIA Italicized terms are elaborated in the Range of Variables1. Establish and maintain an appropriate relationship with the elderlySelf introduction by the caregiver to the elderly client is done based on established procedures. Appropriate attitudes such as confidentiality, privacy, courtesy and respect are adhered to and demonstrated towards the elderly based on established procedures. The elderlys own interest, rights, freedom and decision-making are supported and respected based on established procedures. Short interpersonal exchanges with the elderly in establishing, developing and maintaining rapport are encouraged.2. Provide appropriate support to the elderly 2.1 All support is provided to the elderly in accordance with the elderlys needs, rights, self determination and individual differences. 2.2 The elderly is encouraged and supported to participate in ceremonial, cultural, educational, recreational, religious, social, and spiritual activities as appropriately planned. 2.3 Assistance is provided at all times in order to maintain a safe and healthy environment, including minimizing physical dangers and risk of infections based on established procedures. Proper response to situations of risks to health and safety is provided and maintained based on established procedures.3. Provide assistance with elderlys personal care needs3.1 Personal preferences are identified in consultation with the elderly and a plan for execution is mapped out based on established procedures. 3.2 The elderly is supported and encouraged in exercising their rights and personal preferences without compromising their safety and those of others and in accordance with established procedures. 3.3 Short interpersonal exchanges, clarifying meaning and maintaining interaction to identify the elderlys preferences are conducted based on established procedures. 3.4 Time is scheduled to effectively listen to the elderlys preferences to maximize his/her well being.4. Provide assistance with the elderlys personal care needs 4.1 The elderlys personal care needs (aids to daily living) are identified and assistance provided. 4.2 Specific concerns and difficulties in meeting some personal care needs are identified, clarified and modified with the elderly in order to effectively address such concerns and problem needs. Assistive devices for providing assistance for the elderly are identified and used as appropriate. Organizational policies and practices for reporting are followed as appropriate. The elderlys self esteem and confidence are enhanced. Provisions for interaction between the elderly and the community are researched and developed. Developmental and progressing personal care needs are identified, acknowledged and provided for as appropriate. Empathy is demonstrated in supporting and caring for the elderlys feelings of grief and loss. RANGE OF VARIABLES VARIABLERANGE1. Elderly rights may be detailed in:1.1 Service/outcomes standards documents 1.2 Legislation 1.3 Organizational policies and practices2. Short interpersonal exchanges2.1 Chatting in friendly manner 2.2 Inquiring about the elderlys health 2.3 Short casual exchanges 2.4 Effective communication 2.5 Dialogue 2.6 Question and answer/interview techniques3. Needs of the elderly 3.1 Physical, sexual 3.2 Financial 3.3 Household assistance and maintenance 3.4 Religious 3.5 Cultural 3.6 Spiritual 3.7 Recreational 3.8 Social and emotional 3.9 Intellectual4. Factors contributing to individual difference 4.1 Culture 4.2 Age 4.3 Economic 4.4 Social 4.5 Gender 4.6 Physical 4.7 Intellectual 4.8 Language 4.9 Spiritual 4.10 Marital Status5. Assistance 5.1 Providing information and advice 5.2 Accompanying or providing specific services 5.3 Encouragement and support for decisions and actions 5.4 Companionship6. Maximum well being 6.1 Independent living 6.2 Observation of own customs and cultural practices coming and going from environment with safety 6.3 Belonging to social groups 6.4 Frequent visits to and from family, relatives and friends 6.5 Companionship 6.6 Efficient care from caregiver7. Personal care needs 7.1 Daily living including: 7.1.1 Maintaining personal safety 7.1.2 Communication (speech, writing, non-verbal communication) 7.1.3 Eating and drinking 7.1.4 Eliminating 7.1.5 Breathing 7.1.6 Mobilizing and transferring (moving from place to place and position to position) Attending to personal hygiene (bathing, laundering personal linen) 7.1.8 Dressing and undressing 7.1.9 Attending to own spiritual needs 7.1.10 Grooming and expressing sexuality 7.1.11 Toileting 7.1.12 Keeping appointments (Doctors, Dentists, Bankers, Lawyers) SPICE (Spice, Physical, Intellectual, Creative and Emotional) activities Daily Routine 7.2.1 Accessing education and employment 7.2.2 Accessing financial resources and allowances 7.2.3 Paying bills and regular outgoings 7.2.4 Shopping 7.2.5 Preparing meals 7.2.6 Climbing stairs 7.2.7 Maintaining household (cleaning, laundry, dcor, repair) 7.2.8 Traveling by private and public transport 7.2.9 Interacting with others and socializing 7.2.10 Accessing leisure, recreational and sporting activities Assisting with self-administration of medication according to: 7.3.1 Organizational practice and policy 7.3.2 Government regulation, policy and legislation 7.3.3 Instructions from the elderly, their trustees, medical team and significant others Physical comfort and rest 7.4.1 Appropriate rest 7.4.2 Proper clothing 7.4.3 Fit dentures 7.4.4 Aids (wheelchairs, braces, walker, reading glasses) 7.4.5 Comfortable bed and chair 7.5 Privacy 7.6 Confidentiality 7.7 To be treated in a dignified, safe and comfortable manner 7.8 To express success, satisfied or own feelings8. Assistive Devices8.1 Wheelchair 8.2 Walker 8.3 Cane 8.4 Crutches 8.5 Parallel Bars 8.6 Feeding Utensils 8.7 Handrails 8.9 Commode 8.10 Reading Materials9. Appropriate communication and relationship building processes 9.1 Courtesy 9.2 Empathy 9.3 Non judgmental manner 9.4 Listening 9.5 Treating the elderly person as an individual 9.6 Respect for difference 9.6.1 Cultural 9.6.2 Physical 9.6.3 Emotional 9.6.4 Beliefs 9.6.5 Customs 9.6.6 Values 9.6.7 Religions10 Assistance may vary according to:10.1 The ability of the worker 10.2 Mental well being 10.3 Physical well being 10.4 Social well being 10.5 Emotional well being 10.6 Creative well being11. Factual information to identify the elderlys preferences may be gathered by:11.1 Asking questions 11.2 Observing the elderly 11.3 Asking for clarification from the elderly 11.4 Asking other significant people such as relatives, friends, staff Listening for relevant information concerning the elderlys preferences Offering choices and suggestions Consulting professionals opinions and suggestions for the elderly to consider12. Assistance may vary according to:12.1 The ability of the worker 12.2 Mental well being 12.3 Physical well being 12.4 Social well being 12.5 Emotional well being 12.6 Creative well being13. Processes and aides may include:13.1 Meals on wheels 13.2 All equipment and aids 13.3 Transport services 13.4 Around the clock caregiver 13.5 Occasional caregiver 13.6 Senior lodges accommodation 13.7 Trips to or visits from medical team14. Reporting may include:Changes in appearance and behavior in accordance with reporting instructions 14.2 Medicine chart 14.3 Observation log book 14.4 Incident and Accident Reports15. Reporting may be to:15.1 Supervisors 15.2 Colleagues 15.3 Health workers 15.4 Administrator 15.5 Health care services 15.6 Emergency services 15.7 Community care 15.8 Social services 15.9 Relatives16. Reporting may be via:16.1 Telephone 16.2 Hand over reports 16.3 Face to face 16.4 Written17. Social and personal well being may include:17.1 Being independent 17.2 Maintenance of personal contacts 17.3 Control of financial affairs 17.4 Coming and going from environment within safety requirements Observation of own customs and cultural practices Exercising legal, social and other obligations and responsibilities 17.7 Keeping and maintaining personal possessions 17.8 Privacy 17.9 Access and entitlement to respite and other services 17.10 Maintaining community participation 17.11 Participation in programs and activities 17.12 Sharing knowledge and skills18. Well being may vary according to:Service provision environment e.g. independent living, residential care facility, day center 18.2 Health Status 18.3 Workers Role 18.4 SPICE Status19. Provision of aids may include:19.1 Referral to advisory centers 19.2 Information20. Spiritual needs may include:20.1 Formal and informal religious observance 20.2 Need for private time and space for contemplation 20.3 Ceremonial Observances21. Aids may include:21.1 Mobility 21.2 Hearing 21.3 Speech 21.4 Vision22. The elderlys self esteem and confidence may be encouraged by:22.1 Assisting the elderly with difficult tasks Clarifying and discussing the elderlys abilities and disabilities 22.3 Encouraging the elderly to try new activities23. Psychological needs 23.1 Freedom from undue stress 23.2 Self-esteem 23.3 Purpose 23.4 Personal identity 23.5 Life stage development EVIDENCE GUIDE 1. Critical aspects of competencyAssessment requires evidence that the candidate: Worked within roles and responsibilities in a manner which accommodates and accepts individual differences of the elderly 1.2 Established and maintained appropriate relationship with the elderly Provided appropriate support and assistance with the elderlys personal care needs Understood and adhered to own roles and responsibilities Understood accountability and responsibility of supervisors and colleagues Consulted with the elderly, including asking questions, observing, listening and suggesting Recognized and understood the elderlys rights and personal preferences including the ability to list the elderlys preferences. Demonstrated a non-judgmental attitude to the different emotional, psychological and spiritual needs of the elderly in all communications2. Underpinning Knowledge and AttitudesTypes, uses, specifications and maintenance of bathing paraphernalia Procedures of bathing and dressing the elderly 2.3 Proper care of elders 2.4 Principles and procedures in taking vital signs 2.5 Common signs and symptoms of common illnesses 2.6 Principles and procedures of medicine administration 2.7 Relevant plan of care, roles and responsibilities of caregiver Relevant policies, protocols and practices of the certain organizations in relation to services to the elderly 2.9 Process of ageing 2.10 Different religious, cultural, spiritual, physical and ceremonial perspectives 2.11 Causes, implications and treatment of dementia and other elderly related conditions 2.12 Depending on the work, roles or services provided, specific knowledge of particular groups or issues may be required like: 2.12.1 Alcohol and other drugs 2.12.2 Cultural and linguistics diversity 2.12.3 Risk of self harm 2.12.4 Women 2.12.5 Men 2.12.6 Community education 2.12.7 Mental health 2.13 Common problems of the elderly and their ramifications 2.14 Different cultural requirements and preferences 2.15 Factors giving rise to grief and loss in the elderly 2.16 Safety risks to the elderly 2.17 Major systems of the body3. Underpinning skillsAbility to establish and maintain a relationship that takes into account the elderlys individual differences (e.g. age, abilities, disabilities, cultural background) Oral communication skills (language skills) and non-verbal communication skills (e.g. touch, smiling, etc.) necessary to develop a trusting relationship with an elderly. Language skills may be English, mother language or technical language (medical terms) as required by employment service or organization Oral communication skills (language competence) required to fulfill job roles as specified by the employment organization/service. Oral communication skills include asking questions, clarifying understanding of the elderlys preferences and expressing encouragement in oral communication. Service/organization may require competence in English or native language, as required by the elderly. 3.4 Reading and writing skill (literacy competence) required to fulfill job roles as specified by employment organization/service. The level of skills may range from the ability to write short messages or a shopping list, to assist the elderly with banking, reading of mail, answering the phone, receiving messages etc. the employment service/organization may require competence in a language other than English, depending on job request 3.5 Basic counseling4. Resource implicationsThe following resources MUST be provided 4.1 A childcare workplace 4.2 Facilities, equipment, supplies and materials relevant to the unit of competency5. Method of assessmentCompetency MUST be assessed through: Demonstration with questioning Interview6. Context of assessmentCompetency may be assessed in the workplace or in a simulated work setting. UNIT OF COMPETENCY : PROVIDE CARE AND SUPPORT TO PEOPLE WITH SPECIAL NEEDS UNIT CODE : HCS323306 UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes required in providing support and assistance to maintain quality care for people with special needs to be able to enhance their abilities to communicate and be independent; responding to the physical, medical, health and safety, personal care and home maintenance requirements of people with disabilities. ELEMENTPERFORMANCE CRITERIA Italicized terms are elaborated in the Range of Variables1. Establish and maintain appropriate relationship with people with special needsAll dealings with people with special needs are aimed at generating a trusting relationship which include protecting confidentiality, privacy, individual choices and the right to decision making. Respect for individual differences is demonstrated in all dealings with people with special needs. Support for the interests, rights and decision making of people with special needs is demonstrated in all dealings. 1.4 People with special needs are actively encouraged and supported to communicate ideas, feelings and preferences.2. Provide appropriate support to people with special needsAll support to people with special needs are provided in accordance with their needs, rights and self determination. Assistance is provided to people with disabilities according to the employment organization guidelines. Information required by people with special needs are identified and provided. Reactions and limitations regarding differences are recognized and appropriate assistance is sought to ensure that the rights of people with special needs are upheld.3. Assist in maintaining well being of people with special needs.People with special needs are provided with support in maintaining a clean, safe and comfortable environment. Situations of risk to health and safety are responded to in accordance with established and approved health and safety procedures. People with special needs are actively encouraged to practice self expression. Rights and responsibilities of people with special needs are discussed with them professionally and in a non-threatening and non-critical ways. Strategies are developed for people with special needs to assert self terms of accomplishments and achievements.4. Assist people with special needs to identify and meet their needs4.1 The dignity, privacy and personal choice of people with special needs in relation to needs are upheld. 4.2 People with special needs are assisted to identify, select and prioritize their specified nursing needs. People with special needs are assisted to identify, select, prioritize and fulfill or implement their social, physical, intellectual, creative and emotional activities. People with special needs are assisted to select and develop strategies to meet their requirements in order to achieve their nursing needs.5. Assist people with special needs in maintaining an environment that enables maximum independent living5.1 The types, frequency and triggers of challenging behaviors of a person with special needs are identified, assessed and researched. 5.2 Strategies for the prevention and management of challenging behavior/s are planned and implemented according to approved safety procedures. 5.3 People with special needs are encouraged and supported to express self. 5.4 Independent thinking (such as decision, opinion and preferences) by people with special needs are encouraged and supported. 5.5 Strategies that would promote independence of people with special needs are developed and implemented. RANGE OF VARIABLES VARIABLERANGE1. Tools and equipment 1.1 Bed with side rails 1.2 Night Light 1.3 Handrails 1.4 Assistive device (wheelchair, cane, walker and crutches 1.5 Commode 1.6 Feeding Utensils 1.7 Clock 1.8 Reading Materials 1.9 Activity Kit2. Individual differences Daily living such as: 2.1.1 Culture 2.1.2 Age 2.1.3 Economic 2.1.4 Social 2.1.5 Gender 2.1.6 Physical 2.1.7 Emotional 2.1.8 Intellectual 2.1.9 Language 2.2 Rights may be detailed in: 2.2.1 Service/outcomes standards 2.2.2 Legislation 2.2.3 Organizational policies and practice 2.3 Support will be in the Context for services offered including: 2.3.1 Personal support 2.3.2 Employment support 2.3.3 Community access 2.3.4 Accommodation support 2.3.5 Lifestyle support3. Assistance 3.1 Providing information 3.2 Assistance with mobility or providing specific support such as transport 3.3 Encouragement and support for decisions and and actions 3.4 General household assistance and maintenance4. DifferencesIndividual (age, gender, ability, history, personal preferences) 4.2 Cultural 4.3 Spiritual 4.4 Sexual preference5. Rights 5.1 Choose for oneself 5.2 Have meaningful work 5.3 Privacy 5.4 Dignity 5.5 Confidentiality 5.6 Self determination 5.7 Appropriate support 5.8 Skill development 5.9 Advocacy 5.10 Being treated as a valued individual 5.11 Fair treatment 5.12 Right to enter into a relationship 5.13 Right to express sexuality6. Responsibilities 6.1 Act within the law 6.2 Treat others with consideration and respect 6.3 Abide by family obligations Abide by the policies and procedures of the services being used7. Personal needs may include providing assistance with:Daily living including: 7.1.1 Maintaining personal safety 7.1.2Communication (speech, writing, non- verbal communication) 7.1.3 Eating and drinking 7.1.4 Eliminating 7.1.5 Breathing 7.1.6 Mobilizing and transferring (moving from place to place and position to position) Attending to personal hygiene (bath- ing, laundering personal linen) 7.1.8 Dressing and undressing 7.1.9 Attending own spiritual needs 7.1.10 Grooming and expressing sexuality 7.2 Physical/instrumental activities of daily living: 7.2.1 Accessing education and employment 7.2.2 Accessing financial resources and allowances 7.2.3 Paying bills and regular outgoings 7.2.4 Shopping 7.2.5 Preparing meals 7.2.6 Climbing stairs 7.2.7 Maintaining household (cleaning, laundry, dcor, repairs) 7.2.8 Traveling by private and public transport 7.2.9 Interacting with others and socializing 7.2.10 Accessing leisure, recreational and sporting activities 7.3 Assisting with self-administration of medication according to: 7.3.1 Organizational practice and policy 7.3.2 Government regulation, policy and legislation 7.4 Physical comfort and rest 7.5 Pain management 7.6 Maximization of independence and personal preferences 7.7 Empowerment e.g. Enhancing of clients ability to communicate, act independently and uphold rights and responsibilities8. Strategies to meet needs Responding to requirements arising from differences Utilizing personal support equipment e.g. chair lifts, wheelchairs, hearing impaired phones, etc. 8.3 Enlisting specialist skills9. Support may be provided:9.1 In the clients home 9.2 At residential or other services10. Relevant legislation and policies on health and safety10.1 Occupational health and safety 10.2 State health acts 10.3 EEO legislation Organizational policies and guidelines Daily living Medications Dealing with changes in physical or mental well being Occupational Health and Safety Sexual Harassment Abuse prevention11. Prevention and management of challenging behavior 11.1 Recognizing triggers and deflecting them 11.2 Using active listening and observation skills 11.3 Ensuring effective communication 11.4 Seeking expert assistance EVIDENCE GUIDE 1. Critical aspects of competency:Assessment requires evidence that the candidate: Established and maintained appropriate relationship with people who have special needs Provided appropriate support to people with special needs Assisted in maintaining the well being of people with special needs Assisted people with special needs to identify and meets their needs2. Underpinning knowledge and attitudesRelevant organizational policies and procedures and responsibilities within it Relevant policies, protocols and practices of the organization in relation to own work activities Basic knowledge of different types of disabilities and their effects on clients need Understanding of support requirements for people with special needs Different religious, cultural, spiritual, physical, specific knowledge of particular groups or issues may be required like the following: 2.5.1 Alcohol and other drugs 2.5.2 Cultural and linguistic diversity 2.5.3 Risk of self harm 2.5.4 Women 2.5.5 Men 2.5.6 Community education 2.5.7 Mental health 2.6 Organizational philosophy and goals 2.7 Legislative provision in relation to the rights of people with disabilities 2.8 Basic knowledge of human, social, psychological, cognitive and physical development Role and responsibility of self and others in the organization Organizations definition of challenging behavior Relevant support equipment (and technologies) and related occupational health and safety requirements regarding their use 2.10 Impact of particular types of disability 2.11 Principles of empowerment/disempowerment in relation to people with special needs 2.12 Occupational health and safety guidelines 2.13 Cultural factors affecting people with special needs requirements 2.14 Understanding of regulations and guidelines governing the handling of medication3. Underpinning skillsInterpersonal skills appropriate to work with people with special needs Oral communication skills (language skills) necessary to develop a trusting relationship with people with special needs. Language may be English or community language as required by service or organization 3.3 Communication 3.4 Team work 3.5 Negotiation 3.6 Use of equipment 3.7 Interpersonal communication 3.8 Observation as required by job role 3.9 Assessment as required by job role4. Resource implicationsThe following resources MUST be provided: A child care workplace Facilities, equipment, tools, supplies and materials relevant to the unit of competency.5. Method of assessmentCompetency MUST be assessed through: Demonstration with questioning Interview6. Context of assessment6.1 Competency may be assessed in the workplace or in a simulated workplace setting. UNIT OF COMPETENCY : MAINTAIN A HEALTHY AND SAFE ENVIRONMENT UNIT CODE : HCS323307 UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes required to maintain various aspects in home maintenance taking into consideration health and safety environment. ELEMENTPERFORMANCE CRITERIA Italicized terms are elaborated in the Range of Variables1. Maintain a clean and hygienic environmentCleaning occurs as an ongoing process as per regulations. 1.2 Appropriate cleaning agents, tools and equipment are used in accordance with established procedures. 1.3 Infection control procedures are followed according to established procedures. Ventilation, lighting and heating/cooling are adequately maintained. Personal hygiene/health procedures are adhered to at all times. Beds and beddings are cleaned to conform to health, hygiene and safety requirements as relevant.2. Provide a safe environmentOrganizational policies and procedures on safety are implemented as required. 2.2 Environment protection policy is implemented. 2.3 Tools, equipment, toys and games are appropriate to the age of the child. 2.4 Equipment is selected, checked and maintained to ensure safety. 2.5 The environment is set up to ensure safety of the client. Area is checked for hazards and risks reduction strategies are implemented 2.7 Fire exits are kept unobstructed 2.8 Disposal of waste materials is conducted in a safe and hygienic way 2.9 Cleaning materials are stored safely3. Supervise the safety of clientsClients are supervised in accordance with legal requirements and regulations. Rules for safe play are explained, modeled and implemented. Direct contact with individuals/group is maintained. 3.4 Potential risks are identified and acted upon to prevent/minimize risks. Hazards and potential hazards in the environment are identified and clients are informed accordingly. Emergencies and evacuation procedures are discussed and practiced with clients. Supervision is used as an opportunity to interact with clients. RANGE OF VARIABLES VARIABLERANGE1. Tools and equipment Cleaning materials (e.g. detergent soap, brush, broom, mop, rags, glass wiper) 1.2 Vacuum Cleaner 1.3 Play area with appropriate toys and padding2. Legal requirements and regulations regarding supervision 2.1 Staff/children ratios Babies are never left unattended in the bath or on change table3. Cleaning 3.1 Disinfecting nappy change areas 3.2 Washing floor 3.3 Vacuuming 3.4 Disinfecting toilet areas4. Disposal of waste materials 4.1 Nappies 4.2 Soiled tissues/wipes Alternative Method for rest e.g. Hammocks5. Organizational procedures implemented for safety 5.1 Legal/legislative requirements 5.2 Organizational policies regarding excursions6. Checking area for hazards may include checking for:6.1 Needles/sharp implements in outdoor areas 6.2 Animal droppings in outdoor areas7. Maintaining direct contact with child will vary according to:7.1 Childs age 7.2 Childs level of independence/dependence 7.3 Childs safety/risk taking behaviors 7.4 Activity child is involved in 7.5 Ability of child8. Contact can include:8.1 Sight 8.2 Sound 8.3 Glass viewing windows 8.4 Line of Sight 8.5 Within physical reach9. Potential risk may be:9.1 Babies learning to eat solid foods 9.2 Children learning new skills such as walking, balancing Particular combinations of children playing together Babies going to sleep with a bottle Risk of dehydration on very hot days SIDS When children are attempting an activity that may be beyond their previous ability10. Rules for safe play 10.1 Use of equipment 10.2 How children play together11. Providing a safe environment and risk reduction strategies will vary according to whether the location is:11.1 A purpose designed and built center 11.2 Non purpose built center 11.3 A home 11.4 Appropriate for the age range of children12. Hazards may be identified to children in a range of ways:12.1 Verbally 12.2 By signs 12.3 By symbols13. Risk reduction/strategies 13.1 Gates on stairs 13.2 Covers on electrical sockets 13.3 Removal/locking away of dangerous substances 13.4 Close supervision of any children in kitchens 13.5 Fences and gates, locking mechanisms 13.6 Out of bounds areas 13.7 Vacuuming/sweeping floors to remove small dangerous objects Particularly close supervision in some areas Placing babies/infants to sleep in positions recommended for prevention of SIDS EVIDENCE GUIDE 1. Critical aspects of competencyAssessment requires evidence that the candidate: Demonstrated ability to provide a clean and safe environment for children 1.2 Observed personal hygiene/health procedures 1.3 Implemented environment protection policy 1.4 Explained and implemented rules for safe play 1.5 Identified potential risks and hazards and explained to clients 1.6 Discussed and practiced with clients the emergencies and evacuation procedures.2. Underpinning knowledge and attitudes Up to date knowledge of regulations are understood Regulations on safety, health and hygiene Potential hazards to children Hazards of traffic for children Risk minimization strategies and risk reduction strategies The spread of infectious diseases and cross infection Strategies to minimize the spread of infectious diseases Developmental stage Appropriate toys and equipment safety and risks Legal requirements for supervision including worker and child ratios Organizational standards, policies and procedures 2.11 Hazards in the home environment 3. Underpinning skillsRisk minimization strategies and risk reduction strategies Strategies to minimize the spread of infectious diseases Interpersonal safe use of equipment and materials4. Resource implicationsThe following resources MUST be provided: A childcare workplace Facilities, equipment, supplies and materials relevant to the unit of competency5. Method of assessmentCompetency MUST be assessed through: Demonstration with questioning Interview6. Context of assessmentThis unit could be assessed either in the workplace or in a simulated workplace setting. UNIT OF COMPETENCY : RESPOND TO EMERGENCY UNIT CODE : HCS323308 UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes required to respond to emergencies which include various aspects of disease control and prevention and emergency measures that can be administered effectively. ELEMENTPERFORMANCE CRITERIA Italicized terms are elaborated in the Range of Variables1. Implement procedures for infection control and preventionExclusion guidelines for children and others suffering from an infectious condition are followed. Hygiene and health principles are implemented in care practice. 1.3 Infection control guidelines are followed.2. Recognize and respond to signs of potential illness2.1 Signs of potential illness are reported. 2.2 Medical assistance is sought as necessary according to policies and procedures. Clients and relatives are informed as soon as possible. 2.4 Client is comforted and settled.3. Respond to emergencies and accidents3.1 The safety of self and others is ensured. 3.2 Immediate First Aid is provided as required. Strategies to calm, reassure and comfort clients are implemented. Details of emergency are recorded and reported accurately. Information is provided to others according to established policies. Emergencies and accidents are responded to according to the established guidelines and legislative requirements.4. Administer medication within guidelinesMedication is administered according to organizational policies and legislative requirements. 4.2 Medication is stored according to requirements. 4.3 Medication is checked for name, instructions and use by date. All administered medications are documented in accordance with requirements.5. Respond to threats and situations of dangerRemove client from threat/danger or remove danger/threat from client. The level of immediate danger is assessed and the situation is reported to an appropriate person. Appropriate emergency procedures are implemented to ensure the safety of children and workers. RANGE OF VARIABLES VARIABLERANGE1. Tools and Equipment 1.1 Dummies (baby and adult) 1.2 Vital signs kit (thermometer, BP) 1.3 Bed Board 1.4 Disposable Gloves 1.5 Cleaning equipment 1.6 Utensils 1.7 Soft toys 1.8 Protective Aprons2. Hygiene and Health Principles Hand Washing Use of disposable gloves when cleaning up body wastes Removal and disposal of infected articles Cleaning equipment Disposal of unused foods/milk Cleaning of utensils after use Regular disinfecting of soft toys Removal of body waste products (e.g. feces, urine, saliva, vomit) and disinfection of affected area Use protective aprons when changing babies Disinfection of nappy change areas after each use 3. Medication Requirements for storage of medication may include but not limited to the following: Legislative guidelines 4.2 Organization procedures EVIDENCE GUIDE 1. Critical aspects of competencyAssessment requires evidence that the candidate Demonstrated ability to respond quickly to emergencies and implement correct procedures including administering first aid Implemented procedures for infection control and prevention Recognized and responded to signs of potential illness Responded to emergencies and accidents Responded to threats and situations of danger.2. Underpinning knowledge and attitudes2.1 Disease spread and transmission 2.2 Guidelines for inspection control 2.3 Indicators of child abuse 2.4 Different types of child abuse 2.5 Child protection policy of service 2.6 State/territory requirements about responding to indications of abuse and reporting process Organizational standards, policies and procedures3. Underpinning skillsCommon childhood illnesses recognition, management strategies 3.2 Writing incident records 3.3 Making decision under pressure4. Resource implicationsThe following resources MUST be provided: A childcare workplace Facilities, equipment, supplies and materials relevant to the unit of competency6. Method of assessmentCompetency MUST be assessed through: Demonstration with questioning Interview7. Context of assessmentCompetency may be assessed in the workplace or in a simulated workplace setting. UNIT OF COMPETENCY : CLEAN LIVING ROOM, DINING ROOM, BEDROOMS, TOILETS, BATHROOMS AND KITCHEN UNIT CODE : HCS323309 UNIT DESCRIPTOR : This unit covers the knowledge, skills, and attitudes required to perform home management by providing clean, secure and safe environment. ELEMENTPERFORMANCE CRITERIA Italicized terms are elaborated in the Range of Variables1. Clean surfaces and floorsAppropriate removal/cleaning equipment, supplies, materials, procedures and techniques are used in accordance with soil and litter types and established procedures. All wastes are removed from surface based on procedures. Suitable maintenance procedures is selected and applied based on identified floor types and surface textures. Cleaning, polishing and sweeping are performed according to standard operating procedures. Cleaning, polishing and sweeping equipment, supplies and materials are used following safety procedures and manufacturers specifications. Cleaning/polishing equipment are cleaned after use in accordance with relevant safety procedures and manufacturers instructions. All cleaning, polishing, sweeping materials and equipment are stored as per standard operating procedures (SOPs). Routine maintenance is carried out as per SOPs.2. Clean furnishing and fixturesFurnishings and fixtures are cleaned in accordance with standard operating procedures. Furniture positioned based on comfort and convenience and room lay out. Equipment is cleaned after use in accordance with relevant safety and manufacturers instructions. All cleaning materials and equipment are stored following SOPs. Routine maintenance is carried out or arranged as per standard operating procedures.3. Make up beds and cotsMattress is aired, freed from and vacuumed in accordance with SOPs. Soiled linens an pillowcases are replaced in accordance with SOPs. Linens are centered and mitered when replaced as per SOPs. 3.4 Beds and cots are made-up according to prescribed procedure. 4. Clean toilet and bathroomCeilings and walls are cleaned in accordance with standard operating procedures and techniques. Window edges and sills are wiped clean in accordance with standard operating procedures. Bath tub, lavatory and toilet bowls are scrubbed and disinfected in accordance with standard operating procedures and techniques. Accessories are washed and cleaned in accordance with standard operating procedures and techniques. Bathroom supplies are replenished and defective accessories replaced as per SOPs. Equipment is cleaned after use in accordance with manufacturers instruction. All cleaning materials and equipment are stored in a safe place as per SOPs. Routine maintenance is carried out or arranged as per standard operating procedures.5. Sanitize rooms Sanitizing agents are 100% accurately measured and mixed in accordance with relevant safety regulations. Excess mixtures of sanitizing agents are disposed according to environmental requirements. Rooms are sanitized in accordance with standard operating procedures. Equipment is cleaned after use in accordance with manufacturers instructions. All cleaning materials and equipment are stored in a safe place as per SOPs. Routine maintenance is carried out or arranged as per standard operating procedures. 6. Maintain clean room environmentAll equipment and cleaning paraphernalia are checked and maintained according to manufacturers instructions. All wastes are removed and disposed of in accordance with employers requirements. All movable furniture and fittings are shifted to allow access to hidden dust/waste/dirt and as per SOPs. Rooms are checked regularly for orderliness/tidiness in accordance with employers requirements.7. Clean kitchenSoiled dishes, pots, pans and linen are washed in accordance with standard operating procedures. Cleaned/dried dishes, pots and pans are stored as per standard operating procedures. Kitchen appliances are cleaned in accordance with standard operating procedures. Kitchen fixtures, tables and chairs are wiped in accordance with standard operating procedures. Floor is mopped and dried in accordance with standard operating procedures. Kitchen supplies are inspected and replenished in accordance with standard operating procedures. RANGE OF VARIABLES VARIABLERANGE1. Cleaning Equipment, Supplies and Materials 1.1 Brooms 1.2 Dust pan and brush 1.3 Cleaning implements 1.4 Vacuum cleaner 1.5 Floor Carpet 1.6 Water Hoses 1.7 Bucket 1.8 Bed 1.9 Dining Table 1.10 Water Pitcher 1.11 Table Cloth 1.12 Flowers 1.13 Bed Cover 1.14 Spoon 1.15 Fork 1.16 Knife 1.17 Plate 1.18 Wine Glass 1.19 Serving Utensils 1.20 Table Napkin 1.21 Paper Towel 1.22 Flower Vase 1.23 Drinking Water 1.24 Serving Tray 1.25 Soiled Table 1.26 Cleaning Detergent 1.27 Liquid Detergent 1.28 Cleaning Solution 1.29 Scrubbing Foam 1.30 Flat Sheets 1.31 Fitted Sheet 1.32 Pillow 1.33 Pillow Case 1.34 Bed Mattress 1.35 Dish Pan 1.36 Dish Sponge/Dish Cloth 1.37 Pan with Hot Water 1.38 Rolled Newspaper 1.39 Cleaning Rag 1.40 Wax Paper/Aluminum Foil 1.41 Talcum Powder 1.42 Bowl Cleaner 1.43 Toilet Disinfectant 1.44 Acid Cleaner 1.45 Cup 1.46 Soup Plate 1.47 Soup Bowl 1.48 Drinking Glass/Goblet 1.49 Serving Dish 1.50 Rubber Spatula 1.51 Floor Mop 1.52 Toilet Bowl Swab 1.53 Toilet Caddy 1.54 Spray Bottle 1.55 Guess Model 1.56 Antistatic Duster/Cleaning Cloth 1.57 Vacuum Cleaner with Circular Brushes 1.58 Sponges 1.59 Scourer 1.60 Glass Cleaning Equipment 1.61 Drop Sheets 1.62 A Frame Ladders 1.63 Cobwebber 1.64 Lint Free Cleaning Cloths 1.65 Squeegees (Various Sizes) 1.66 Extension Poles 1.67 Hoses2. Floor Types/Surface Textures2.1 Concrete 2.2 Terrazo 2.3 Vinyl 2.4 Slate 2.5 Ceramic Tile 2.6 Wood 2.7 Marble 2.8 Brick 2.9 Parquetry 2.10 Rubber 2.11 Polished Wood3. Waste (Wet or Dry)3.1 Dust 3.2 Paper 3.3 Food 3.4 Stones 3.5 Gravel4. Furnishings/Fixtures4.1 Desks 4.2 Tables 4.3 Chairs 4.4 Computers 4.5 Filing Cabinets 4.6 Clocks Stoves Lamps Railing Window Sills Skirting Doors Door Handles Light Switches Telephone Handsets Air Conditioning Vents Lights Ceiling Fans Blinds Curtains Grilles Refrigerators Picture Frames Shelves Compactus Work Stations Showcases Bars Beds Bedside Cupboards5. Ceiling Fittings 5.1 Recessed Lights 5.2 Ornamental Hanging Lights 5.3 Projected Lights 5.4 Ceiling Fans 5.5 Televisions 5.6 Speakers Smoke Detectors Sprinkler Systems Vents and Grilles Skylights Cameras 5.12 Chandelier6. CeilingFlat 6.2 Suspended 6.3 Hard7. Bathroom Supplies/ Accessories7.1 Liquid and Bar Soap 7.2 Toilet Paper 7.3 Bathroom Deodorizer 7.4 Cloth/Paper Towels 7.5 Personal Toiletries 7.6 Bathroom Slippers 7.7 Floor Towel 7.8 Trash Can8. Sanitizing AgentsSolvent Spray Anti-Static Solution Anti-Static Spray9. Sanitizing Equipment, Supplies and MaterialsLadders Vacuum Unit Dust Mop Lint Free Clothing Cloths Mop Head and Bucket Dust Pan Broom10. LinensNapkins Tablecloths Serving Cloths Tea Towels Clothing Cleaning Cloths11. Kitchen AppliancesFood Processor Grill High Pressure Steamer Microwave Oven Oven (Electric/Gas) Range Refrigerator Tilting Skillet Toaster Electric Knife Juice Maker Rice Cooker12. Kitchen Supplies and MaterialsAll-Purpose Detergent All-Purpose Soap Coffee, Tea, Cream Condiments Disinfectants Drain Solvent Food Items (dairy, vegetable, bread, meat and fruits) Garbage Bag Scouring Pad Cooking Oil 12.11 Ingredients EVIDENCE GUIDE 1. Critical aspects of competencyAssessment requires evidence that the candidate 1.1 Cleaned surfaces and floors. 1.2 Cleaned furnishings and fixtures. Made-up beds and cots. Cleaned toilets and bathrooms. Sanitized rooms. Maintained clean room environment. Cleaned kitchen.2. Underpinning knowledge and attitudesProcedures in Cleaning, Polishing, Disinfecting and Sanitizing Rooms (Living Room, Dining Room, Bedrooms, Toilets and Kitchen) Types and Characteristics of Floors Method of Removing Suitable Dirt/Stain Types/Uses/Functions of Cleaning Equipment, Supplies and Materials Glass Types, including defects Method of Identifying Stains, Mud, Dirt and Grease Stain Removal Techniques Effects of Pre-Existing Conditions on Safe Work Practices Procedures in Arranging Furniture Types and Characteristics of furniture and Furnishing Procedures in Bed Making Knowledge on Different Linen and Fabric Procedures in Cleaning and Maintaining Room Furniture and Furnishings Knowledge on Different Areas Where Dirt and Dust Can Easily Accumulate Schedule of House Chores Types of Ancillary Rooms Types of Home Set-Up Types of Living Room Appliances and Ornament3. Underpinning skillsCleaning Rooms Living Room, Bedroom, Bathroom and Kitchen Making-Up the Bed Arranging the Furniture Maintaining In-Door Plants Chemical Handling and Disposal Techniques Manual Handling Techniques Reporting and Recording Information 3.8 Planning and Organizing Work 3.9 Communication with Others 3.10 Equipment Operation and Cleaning 3.11 Work Planning and Organization 3.12 Waste Minimization 3.13 Decanting Chemicals4. Resource implicationsThe following resources MUST be provided: Copies of Relevant Standards, Training Books and Assessment Planning Guides Accident Report Forms Job Specifications and Reporting Forms Access to a Suitable Venue Manufacturer/Enterprise Product Specifications A range of equipment, including personal protective equipment and relevant cleaning or spot removing chemicals Material safety data sheets and equipment operating manuals, if relevant Access to a registered provider of assessment services Chemical Color Charts5. Method of assessmentCompetency may be assessed through: 5.1 Written Test/Examination 5.2 Demonstration with questioning Observation with questioning6. Context of assessment Competency may be assessed in the workplace or in a simulated work setting. UNIT OF COMPETENCY : WASH AND IRON CLOTHES, LINEN AND FABRIC UNIT CODE : HCS323310 UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes required to perform home management by providing clean, safe environment. ELEMENTPERFORMANCE CRITERIA Italicized terms are elaborated in the Range of Variables1. Check and sort clothes, linens and fabricsSoiled clothes, linen and fabrics are sorted according to texture, color, size and defects. Sorted items are prioritized according to the cleaning process required ad the urgency of the item. Defective clothing, linen and fabric are sewn/darned using appropriate threads and stitches.2. Remove stainsPersonal protective paraphernalia are worn in accordance with standard operating procedures (SOPs). Stain removing agents and chemicals are used in accordance with manufacturers instruction. Stains are treated and removed using correct chemicals or agents. All stain removing agents and chemicals are stored following safety procedures.3. Prepare washing equipment and supplies Laundry area is cleaned and made ready at all times. Laundry supplies and materials are prepared and made available at all times. Washing machine is checked and prepared for operation per manual procedures.4. Perform laundry Correct laundry method is selected as per SOPs. Clothes, linen and fabric are washed according to the labeling codes and washing instructions. Laundry equipment is used in accordance with manufacturers instruction. Clothing, linen and fabric are freed from stain, dirt and unpleasant odor after washing based on procedures. Washed clothes, linen and fabric are sun-dried/machine dried as per instructions. Dried clothes, linen and fabric are freed from unpleasant odor and static cling. Washing area is cleaned in accordance with safety and health procedures. Equipment is cleaned after use in accordance with manufacturers instructions. All cleaning materials and equipment are stored following safety procedures. Routine maintenance is carried out or arranged as per standard operating procedures.5. Dry clothes, linen and fabric Washed clothes, linen and fabric are dried according to procedures. Drying machine is prepared according to procedure. Dried clothes, linen and fabric are removed when dryer bell rings or stops to prevent wrinkles and to minimize need for ironing. Clothes, linen and fabric are dried without wrinkles according to procedures.6. Iron clothes, linens and fabrics Ironing is done in accordance to the standard procedures Ironed clothes, linens and fabrics are folded, placed in a hanger and stored in designated cabinets as per instructions. Ironing equipment and materials are stored in the appropriate area following safety procedures. RANGE OF VARIABLES VARIABLERANGE1. Sorted Items1.1 Soiled/Defective Clothes 1.2 Linen 1.3 Fabrics2. Personal Protective Paraphernalia 2.1 Gloves 2.2 Apron3. StainsCoffee Cola Cordial Chewing Gum Food Mud/Dirt Grease Blood Fruit Stains Wine4. StainAcid Cleaners Alkali Cleaners Chlorine Bleach All-Purpose Detergent5. Laundry AreaWashers Dryers Clothesline Clothes Pins Clothespin Bag Clothes Rack for Indoor Drying6. Laundry Supplies and MaterialsSorting Baskets/Shelves Hangers Stain Removing Agents Fabric Softener Chlorine Bleach Laundry Bag Laundry Basket EVIDENCE GUIDE 1. Critical aspects of competencyAssessment requires evidence that the candidate: Checked and sorted soiled clothes, linen and fabric. Removed stains. Prepared washing equipment and supplies Performed laundry. Dried clothes, linen and fabric. Ironed clothes, linen and fabric.2. Underpinning knowledge and attitudesProcedures in Sorting Laundry Principles and Procedures in Darning Holes and Tears Hygiene, Health and Safety issues Specific to Laundry Operations Types/Uses and Handling of Laundry Chemicals Principles and Procedures in Removing Stains Types/Uses of Stain Removing Agents Language Label (Fabric and Garments Labels) Types and Characteristics of Clothes, Linen and Fabric Standard Procedures in Checking and Preparing Washing Machine Procedures in Preparing Laundry Supplies and Materials Preparing Mixtures or Bleaching Solutions Types and Uses of Washing Machines and Dryers Principles and Procedures in Washing, Drying and Ironing Clothes, Linen and Fabric Hygiene, Health and Safety Issues of Specific Relevance to Laundry Operations Maintenance of Laundry Area Procedures in Drying Clothes, Linen and Fabric Procedures in Ironing Clothes, Linen and Fabric Types/Uses of Ironing Equipment, Tools and Paraphernalia Procedures in Storing Clothes, Linen and Fabric Basics of Pressing Types and Uses of Irons, Ironing Boards and Ironing Accessories Types and Use of Hangers Folding Method and Techniques Pressing Procedures3. Underpinning SkillsChecking and sorting soiled clothes, linen and fabric Removing Stains Preparing washing equipment and supplies Performing laundry Drying clothes, linen and fabric Ironing clothes, linen and fabric4. Resource ImplicationsThe following resources MUST be provided: Facilities, equipment, supplies and materials relevant to the unit of competency5. Method of AssessmentCompetency maybe assessed through: 5.1 Written Test 5.2 Demonstration with questioning 5.3 Observation with questioning6. Context of Assessment Competency may be assessed in the workplace or in a simulated work setting. UNIT OF COMPETENCY : PREPARE HOT AND COLD MEALS/FOOD UNIT CODE : HCS323311 UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes in cooking basic hot food and cold meals. It includes preparation of ingredients, cooking meals and dishes according to recipes, present, prepare cooked dishes/sauces, preparation of appetizers, butter designs, desserts, salads, sandwiches, sauces, dressing garnishes and preparing centers pieces. ELEMENTPERFORMANCE CRITERIA Italicized terms are elaborated in the Range of Variables1. Prepare ingredients according to recipes Ingredients are purchased in accordance with purchase list. Mise en place is checked as per SOPs. Thawing is prepared according to thawing procedures. Meat are prepared according to procedures and prescribed recipe. Vegetables are prepared according to the manner of preparation. Seafood are prepared according to method of preparation.2. Cook meals and dishes according to recipesSoup is cooked as per menu. Vegetable dishes are cooked according to recipe. Meat dishes are cooked according to culinary Method. Poultry and game dishes are cooked according to recipe. Sea food dishes are cooked according to recipe Egg dishes are cooked according to clients preference Pasta grain and farinaceous dishes are cooked according to recipe 3. Present cooked dishesServing portion is standardized. Presentation of cooked dishes are developed and corrected in accordance with SOPs. Food quality is maintained and checked as per SOPs. Time and temperature condition of foods is ensured before serving based on freezing temperature.4. Prepare sauces, dressings and garnishesMaterials, equipment/utensils are prepared prior to preparation of sauces, dressings and garnishes as per SOPs. 4.2 Sauces, garnishes, hot and cold dressing are prepared as per SOPs.5. Prepare AppetizersDoeuvres are prepared according to requirement and preference of client. Canapes are prepared according to requirement for preference of client. 5.3 Finger foods are prepared according to requirement or preference of client.6. Prepare desserts and salads6.1 Materials, equipment/utensils used for cooking are prepared as per SOPs. Sherbets, ices and ice cream are prepared in accordance with prescribed procedures. 6.3 Fruit desserts are prepared as per prescribed procedures. 6.4 Pastry desserts are prepared as per prescribed procedures. 6.5 Mousse is prepared as per prescribed procedures. 6.6 Cold salads and molded salads are prepared as per prescribed procedures.7. Prepare sandwiches7.1 Hot sandwiches are prepared as per SOPs. 7.2 Cold dressings are prepared as per SOPs. 7.3 Hot sauces are prepared as per SOPs. 7.4 Cold sauces are prepared as per SOPs.8. Store excess foods and ingredients8.1 Unconsumed food are stored according to procedures. 8.2 Excess ingredients are stored according to clients requirement. Proper method of refrigeration and proper storing of dry food is implemented as per SOPs. 8.4 Wet and dry food ingredients are properly stored as per SOPs.9. Convert unconsumed cooked food Unconsumed cooked food is converted/transformed into new dishes as per SOPs. Unconsumed cooked food is store/frozen at temperature of zero degrees and in accordance with SOPs. Packed/wrapped uncooked food are frozen at zero degrees F temperature and in accordance with SOPs. Packed/wrapped food for storage is prepared as per SOPs. Uncooked food is maintained at proper temperature and as per SOPs. RANGE OF VARIABLES VARIABLE RANGE1. Ingredients May include but not limited to the following: 1.1 Meat 1.2 Vegetable 1.3 Seafood Poultry and Game Stock Cold Food Condiments Milk Dairies Cereals Flour Butter Sauces Fruits 2. Mis en Place 2.1 Ingredients 2.2 Pans 2.3 Utensils 2.4 Plates/Serving Pieces3. Thawing Soaking Unfreezing4. Vegetable Ingredient PreparationSkin, Peel, Pare Chop, Slice, Shred, Cube Wedge, Grate, Pure Core, Quarter5. Vegetable Dishes Preparation Boiling, Blanching Sauteing Braising Gratinating Roasting/Baking6. Seafood Ingredient PreparationChop, Slice Fillet Mince, Shred Peel, Dice, Blanch Marinate, Poach7. Seafood Dishes Preparation Boiling, Steaming Sauteing Deep Frying, Pan Frying Poaching Grilling Baking8. Soup Preparation Sauteing Simmering9. Meat Ingredient PreparationSlice, Chop Debone Dice, Mince Marinate10. Meat Dishes Preparation Boiling, Steaming, Simmering, Stewing Frying (deep, pan, stir) Sauteing Roasting, Baking, Browning Pressurize Cooking Poaching, Blanching, Braising Broiling, Grilling11. Poultry Ingredient PreparationDeboned Chop, Slice Dice, Shred, Cube Mince, Skin Marinate12. Poultry Dishes PreparationBoiling, Simmering, Stewing Frying (deep, pan, stir) Sauteing Braising, Grilling, Roasting Barbecuing, Baking13. Egg Dishes PreparationBoiling Frying Poaching Basting Baking14. Pasta Grain and Farinaceous Dishes PreparationBoiling Steaming Poaching Sauteing Gratinating Baking15. Hors Doeuvres PreparationPeel, Pare, Slice, Shred, Cubes Blanch, Boiled, Steam Marinate, Seasoned16. Sweet SaucesSugar Syrups Fruit Syrups Fruit Purees, Sauces and Coulis Chocolate-Based Sauces Custard and Cremes Flavoured Butters and Creams EVIDENCE GUIDE 1. Critical aspects of competency Assessment requires evidence that the candidate Prepared ingredients according to recipes. Cooked meals and dishes according to recipes. Presented cooked dishes. Prepared appetizers. Prepared sauces, dressings and garnishes. Prepared desserts and salads. Prepared sandwiches. Stored excess foods and ingredients. Converted unconsumed cooked and uncooked food.2. Underpinning knowledge and attitudes2.1 Food Theory 2.2 Materials Specifications and Uses 2.3 Tools and Equipment: Uses and Specifications Codes and Regulations 2.4.1 Pertinent food and drink sanitation laws, rules and regulations Maintenance Operation 2.6 Balance Diet 2.7 Nutrition 2.8 Serving 2.9 Safe Work Practices and First Aid Regulations 2.10 Personal Hygiene 2.11 Providing Safe Food 2.12 Food and Safety Hazard 2.13 Safe Food Handling 2.14 Food Costing and Portioning 2.15 Food Storage 2.16 Method of Preparing Salad 2.17 Handling of Kitchen Equipment3. Underpinning skills3.1 Cooking Method 3.2 Handling of Kitchen Equipment 3.3 Proper Storing 3.4 Food Costing and Portioning4. Resource implications The following resources MUST be provided: Facilities, equipment, supplies and materials relevant to the unit of competency5. Method of assessmentCompetency may be assessed through: Written Test Demonstration with questioning Observation with questioning6. Context of assessmentCompetency may be assessed in the workplace or in a simulated work setting. SECTION 3 TRAINING STANDARDS This set of standards provides Technical and Vocational Education and Training (TVET) providers with information and other important requirements to consider when designing training programs for CAREGIVING NC II. This includes information on curriculum design, training delivery, trainee entry requirements, tools and equipment, training facilities and trainers qualification and institutional assessment. 3.1 CURRICULUM DESIGN Course Title: CAREGIVING NC Level: NC II Nominal Training Duration: 786 HRS. Course Description: This course is designed to enhance the knowledge, skills and attitudes of Caregivers in accordance with industry standards. It covers basic, common and core competencies in NC II. BASIC COMPETENCIES (18 Hours) UNIT OF COMPETENCYLEARNING OUTCOMESMETHODOLOGYASSESSMENT APPROACH1. Participate in workplace communication1.1 Obtain and convey workplace informationGroup discussion Interaction Demonstration observation Interviews/ Questioning1.2 Complete relevant work related documents 1.3 Participate in workplace meeting and discussion2. Work in a team environmentDescribe and identify team role and responsibility in a team Describe work as a team memberDiscussion InteractionDemonstration Observation Interviews/ Questioning3. Practice career professionalism3.1 Integrate personal objectives with organizational goalsGroup discussion Interaction Demonstration observation Interviews/ Questioning3.2 Set and meet work priorities 3.3 Maintain professional growth and development4. Practice occupational health and safetyEvaluate hazard and risks Control hazards and risks Maintain occupational health and safety awarenessDiscussion Plant Tour Symposium Observation Interviews COMMON COMPETENCIES (18 Hours) UNIT OF COMPETENCYLEARNING OUTCOMESMETHODOLOGYASSESSMENT APPROACH1. Implement and monitor infection control policies and proceduresProvide information to the work group about the organizations infection control policies and procedures. Integrate the organizations infection control policy and procedure into work practices. Monitor infection control performance and implement improvements in practicesLecturette Brainstorming Observation and oral questioning Grid question Practical exercise 2. Respond effectively to difficult/challenging behaviorPlan and respond to emergencies. Report and review incidents.Lecturette BrainstormingObservation and oral questioning Grid question Practical exercise3. Apply basic first aidAssess the situation. Apply basic first aid techniques. Communicate details of the incident.Lecturette BrainstormingObservation and oral questioning Grid question Practical exercise4. Maintain high standard of patient servicesCommunicate appropriately with patients. Establish and maintain good interpersonal relationship with patients. Act in a respectful manner at all times. Evaluate own work to maintain a high standard of patient service.Lecturette BrainstormingObservation and oral questioning Grid question Practical exercise CORE COMPETENCIES (750 Hours) COMPETENCYLEARNING OUTCOMESMETHODOLOGYASSESSMENT APPROACH1. Provide care and support to infants /toddlers1.1 Explain the concepts and principles of caring, growth and development of infants/toddlersDiscussion Demonstration Questioning demonstration observation 1.2 Prepare infants / toddlers for taking vital signs, bathing and dressing 1.3 Clean, sterilize feeding bottles and prepare milk formula1.4 Prepare and introduce adequate nutrition and semi-solid food.1.5 Prepare infant / toddlers crib.2. Provide care and support to children2.1 Explain the importance of instilling personal hygiene practices to childrenDiscussion Demonstration BrainstormingDemonstration observation Questioning2.2 Maintain childrens paraphernalia2.3 Prepare children for taking vital sign, bathing and dressing2.4 Perform after care activities for materials and paraphernalia 2.5 Determine nutritional food requirements of children3. Foster social, intellectual, creative and emotional development of children3.1 Explain the concepts and principles of social, intellectual, creative and emotional development of children (3-12 yrs. Old)Discussion Role play BrainstormingQuestioning Demonstration Observation4. Foster physical development of children4.1 Explain the concepts and principles of physical development of childrenDiscussion Role play Brainstorming DemonstrationQuestioning Observation Demonstration4.2 Explain the importance of healthy sleeping patterns and practices4.3 Perform physical activities5. Provide care and support to elderly5.1 Explain the concepts and principles of basic nursing care of the elderlyDiscussion Brainstorming Observation Questioning5.2 Identify appropriate physical, emotional, spiritual and intellectual needs.Provide assistance in promoting the appropriate needs for roles, responsibilities, rights, freedom and activities of elderly. Provide adequate nutrition and elimination6. Provide care and support to people with special needs6.1 Identify and explain the needs of people with special needsDiscussion DemonstrationQuestioning Written exam Demonstration6.2 Identify personal care and assistance needed for daily living6.3 Establish and maintain appropriate relationship 6.4 Provide appropriate support for people with special needs6.5 Assist in oral and written communication6.6 Provide adequate nutrition and elimination for people with special needs7. Maintain a healthy and safe environment7.1 Explain the concepts and principles in maintaining a clean and therapeutic environmentDiscussion Demonstration Demonstration questioning7.2 Explain the procedure in maintaining a clean and therapeutic environment7.3 Assist client in implementing a safe and therapeutic environment 8. Respond to emergency8.1 Discuss signs and symptoms of various illnesses and diseasesDiscussion Demonstration Simulation Video viewingDemonstration questioning8.2 Identify and explain appropriate first aid and basic emergency procedure 8.3 Explain the procedures in implementing infection control prevention 8.4 Identify the appropriate procedures in medicine administration 8.5 Identify dangerous, hazardous and threat to safety and well being 8.6 Perform first aid procedures9. Clean living room, dining room, bedroom, toilet and bathroom9.1 Explain the principles and proper procedures in cleaning and polishing (living room, bedroom, bathroom, and kitchen)Discussion Demonstration Video viewing Demonstration questioning 9.2 Clean and sanitize toilet and bathroom9.3 Identify different kinds of cleaning agent9.4 Make up beds and cots. (open and closed bed)9.5 Maintain a clean environment9.6 Perform after care activities of materials and equipment10. Wash and iron clothes, linens and fabrics10.1 Explain the principles and procedures in washing and ironing clothesDiscussion DemonstrationDemonstration questioningExplain the procedures in operating tools and equipment Perform laundry Iron clothes, linens and fabrics Perform after care activities of materials and equipment11. Prepare hot and cold meals11.1 Explain the procedures in preparing hot and cold mealsDiscussion Demonstration Demonstration questioning11.2 Prepare hot and cold meals11.3 Prepare appetizers, sauces, dressings and garnishes 11.4 Cook meals and dishes according to recipe/ dietary requirements11.5 Set table and serve cooked dishesPerform after care activities of materials and equipment Demonstrate personal good grooming and hygiene Demonstrate clear and effective communication on the job. Maintain professionalism at the workplace 3.2 TRAINING DELIVERY The delivery of training should adhere to the design of the curriculum. Delivery should be guided by the 10 basic principles of competency-based TVET. The training is based on curriculum developed from the competency standards; Learning is modular in its structure; Training delivery is individualized and self-paced; Training is based on work that must be performed; Training materials are directly related to the competency standards and the curriculum modules; Assessment is based in the collection of evidence of the performance of work to the industry required standard; Training is based both on and off-the-job components; Allows for recognition of prior learning (RPL) or current competencies; Training allows for multiple entry and exit; and Approved training programs are Nationally Accredited The competency-based TVET system recognizes various types of delivery modes, both on and off-the-job as long as the learning is driven by the competency standards specified by the industry. The following training modalities may be adopted when designing training programs: The dualized mode of training delivery is preferred and recommended. Thus programs would contain both in-school and in-industry training or fieldwork components. Details can be referred to the Dual Training System (DTS) Implementing Rules and Regulations. Modular/self-paced learning is a competency-based training modality wherein the trainee is allowed to progress at his own pace. The trainer just facilitates the training delivery. Peer teaching/mentoring is a training modality wherein fast learners are given the opportunity to assist the slow learners. Supervised industry training or on-the-job training is an approach in training designed to enhance the knowledge and skills of the trainee through actual experience in the workplace to acquire specific competencies prescribed in the training regulations. Distance learning is a formal education process in which majority of the instruction occurs when the students and instructor are not in the same place. Distance learning may employ correspondence study, audio, video or computer technologies. Project-Based Instruction is an authentic instructional model or strategy in which students plan, implement and evaluate projects that have real world applicants. 3.3 TRAINEE ENTRY REQUIREMENTS Trainees or students should possess the following requirements: can communicate both in oral and written; physically and mentally fit; with good moral character; and can perform basic mathematical computation. This list does not include specific institutional requirements such as educational attainment, appropriate work experience, and others that may be required of the trainees by the school or training center delivering the TVET program. 3.4 LIST OF TOOLS, EQUIPMENT AND MATERIALS CAREGIVING NC II Recommended list of tools, equipment and materials for the training of 25 trainees for Caregiving NC II are as follows: TOOLSEQUIPMENTMATERIALSQtyDescriptionQtyDescriptionQtyDescription2 pcs.Airpot (Hot Water)1 pc.Bed Ordinary2 btls.Alcohol1 pc.Skillet1 pc.Bed surgical2 packsAll purpose detergent soap5 setsGarbage bin (biodegradable and non-biodegradable2 unitsBlender / juicer2 pcs.Baby oil2 pcs.Urinal 2 pcs.Bp apparatus, aneroid10 pcs.Soap12 pcs.Basin (small)2 pcs.Bp apparatus, mercurial5 pcs.Feeding bottles w/ cover and nipples1 pc.Baby bath tub1 unitCoffee maker4 pcs.Bib and baby layettes12 pcs.Flat sheet1 pc.Crib1 gal.Bleaching solution12 pcs.Gloves -household1 unitDish washer w/ drier1 pack/ eachCoffee, Cream and sugar1 boxGloves - surgical1 unitFood processor1 packsCotton buds12 pcs.Face towel/ towelette 2 pcs.Flat iron with ironing board1 setCondiments12 pcs.Bath towel/ towelette1 unitMicrowave oven - digital1 gal.Fabrics softener4 pcs.Blanket1 unitsOven (electric, gas)Food items use for preparing meals4 pcs.Comforter25 pcs.Chairs with arm1 packDiaper (child and adult)2 pcs.Bedpan1 unitDining set1 gal.Liquid soap (cleaning bottles)2 pcs.Bottle brush (cleaning feeding bottles)2 pcs.White board1 kiloInfant formula2 pcs.Burping cloth1 unitOHP/LCD*6 packsTable napkins5 pcs.Baby clothes1 unitComputer w/ printer2 pcS.Table cloth5 pcs.Baby blanket1 unitRefrigerator1 packGarbage bags1 pc.Carpet 4 ft. x 8 ft.1 pc.Sphygmoma-nometer2 sets/ eachBathing paraphernalia (adult and child)1 pc.Clothes brush1 pc.Bottle Sterilizer, electricTRAINING MATERIALS/ REFERENCES1 pc.Clothes humper1 pc.StethoscopeMother and Care Baby1 pc.Clothes rack1 unitStoveInfant Care Feeding2 eachClothes, linen and fabrics for laundry1 unitOperational telephone unitStory books e.g. Cinderela, snow white, etc.1 setChina ware10 setsThermometer (Oral, rectal, Axilla, Tympanic)Geriatrics A Study of Maturity1 setCooking utensils1 unitBread toasterComplete Early Childhood5 pcs.Cutting board1 unitWashing machine Heavy DutyBaby Play1 setCutlery1 unitDrierFundamentals of Nursing1 pc.Electric knife1 pc.Weighing scaleCookbook1 pc.Electric opener1 pc.Wheel chairToddler Play10 pcs.Gown (hospital)1 unitVacuum cleaner Heavy DutyCare of the Adult 1 pc.Hot water bag1 pc.CommodeFirst Aid Book1 pc.Ice cap1 pc.Cane or walker Cleaning of Different Areas of the house1 pc.Kettle1 pc.High chair/ booster seat/ portable seat1 setPots and pan1 unitDressing trolley w/1 set/ eachTOYS10 pcs.Pot holdercotton balls medicine glass thermometer wound dressing setCrayons Play Dough Shape sorter Coloring Book2 pcs.Apron1 setFirst aid kitMusical Mobile1 setCrutches (adjustable)1 eachDummy (baby and adult) ** - use for bathingPush & pull toys1 setGrooming kit (hairbrush. comb, nail cutter, nail brush)1 eachDummy for CPR (infant, child and adult) ** Toys (assorted), games and accessories5 pcs.Hand towelOFFICE EQUIPMENT/ FURNITURETAPES/DISC1 setFeeding utensils (Child and adult)1 unitFax machineCPR (Infant, Child and Adult)1 setMeasuring cup1 unitTelevisionArtificial Resp. (Infant, Child and Adult)1 unitMedical tray1 unitVHS/CD/DVD PlayerFracture1 setMixing bowl1 setSofa setSprained Ankle4 pcs.PailBurns5 pcs.PeelerChild safety: films about playing and safe1 pc.Pick up forcepMultiple Casualty Management12 pcs.Pillow case8 pcs.Pillow1 unitPortable mixer1 unitPotato masher2 pcs.Record book6 pcs.Rubber sheets1 setSilver ware10 pcs.Soap dish1 pc.Tong (plastic/ rubber) * Optional ** Multipurpose or conventional 3.5 TRAINING FACILITIES Caregiving NC II The Caregiving Learning Facility must be of concrete structure. Based on a class intake of 25 students/trainees, the space requirements for the teaching / learning and curriculum areas are as follows. Space RequirementSize in MetersArea in Sq. MetersTotal Area in Sq. MetersAdministration OfficeDemonstration Room- Child care 30 sq. m.30 sq. m.- Home Management 60 sq. m.60 sq. m.- Elderly Care 30 sq. m.30 sq. m.- Care for people with special needs 30 sq. m.30 sq. m.Academic room 30 sq. m.30 sq. m.Study room/Learning Resource CenterClinicSeparate restrooms for female and maleLibrary holdings must not be less than five (5) titles related and for each title at least 3 copies eachTotal workshop area:180 sq. m. 3.6 TRAINERS QUALIFICATIONS CAREGIVING NC II TRAINER QUALIFICATION I (TQ II) Must be a holder of NC III Must have undergone training on Training Methodology II (TM II) Must be physically and mentally fit *Must have at least 2-3 years job/industry experience on supervisory/managerial level * Optional. Only when required by the hiring institution. Reference: TESDA Board Resolution No. 2004-03 3.7 INSTITUTIONAL ASSSESSMENT Institutional assessment is undertaken by trainees to determine their achievement of units of competency. A certificate of achievement may be issued for each unit of competency. SECTION 4 NATIONAL ASSESSMENT AND CERTIFICATION ARRANGEMENTS To attain the National Qualification of Caregiving NC II, the candidate must demonstrate competence through project-type assessment covering all units listed in Section 1. Successful candidates shall be awarded a National Certificate signed by the TESDA Director General. The qualification of Caregiving NC II may be attained through Accumulation of Certificates of Competency (COCs) in the following areas Providing care and support for infants, toddlers and children Provide care and support to infants/toddlers Provide care and support to children Foster, social, intellectual, creative and emotional development of children Foster the physical development of children Maintain healthy and safe environment Respond to emergency Clean living room, dining room, bedrooms, toilet and bathroom Wash and iron clothes, linen and fabric Prepare hot and cold meals Providing care and support for the elderly and people with special needs Provide care and support to elderly Provide care and support to people with special needs Maintain healthy and safe environment Respond to emergency Clean living room, dining room, bedrooms, toilet and bathroom Wash and iron clothes, linen and fabric Prepare hot and cold meals Demonstration of competence through project-type assessment covering all required units of qualification. Assessment shall focus on the units of competency. The basic and common units shall be integrated or assessed concurrently with the core units. The following are qualified to apply for assessment and certification: Graduates of formal, non-formal and informal including enterprise-based training programs. Experienced workers (wage employed or self-employed). Reassessment is allowed only after one month from the date of assessment. Reassessment for a National Certificate shall be done only on the task/s that the candidate did not successfully achieve. A candidate who fails the assessment for two (2) consecutive times will be required to go through a refresher course before taking another assessment. Only certified individuals in this Qualification may be nominated by the industry sector for accreditation as competency assessor. Only accredited competency assessors are allowed to conduct competency assessment, however trainers who are accredited competency assessors are not allowed to assess their trainees. Assessment of competence must be undertaken only in the TESDA accredited assessment center. The performance assessment (demonstration of competence), however, may be done in any venue or workplace duly designated by an accredited assessment center. The guidelines on assessment and certification are discussed in detail in the Procedures Manual on Assessment and Certification.  EMBED PowerPoint.Slide.8  ACKNOWLEDGEMENT The Technical Education and Skills Development Authority (TESDA) wishes to extend thanks and appreciation to the many representatives of business, industry, academe and government agencies who donated their time and expertise to the development and validation of this Training Regulation. The TESDA Advisory and Expert Panels (TAP-TEP) for the Health, Social and Other Community Development Services Sector ALFREDO P. PALMIERY Concorde International Services EDWARD B. MALZAN Primacare Training Development CenterEVARISTO A. TECSON Philippine Association of Service Exporters, Inc. (PASEI)JULIE V. KALLAL SICES Philippines, Inc. The Industry Experts who developed the Competency Standard ANNETTE M. DOMINGUEZ SICES Philippines, Inc. CARMELINA R. SALAZAR AAC Human Resource Training CenterTERESITA A. LLAMAS AAC Human Resource Training Center ANGELINA J. SUBANG Marian Care International CorporationSALES L. ROYOL ICAN.CARE Training and Development, Inc. ROLANDO J. TALAG Golden Miles Foundation and Training Center International The ADHOC Committee who reviewed the Standard ENGR. ZENAIDA G. GORDON Chairperson MR. ISIDRO ANTONIO C. ASPER MemberMR. RENE LUIS TADLE Member DR. TERESITA U. QUIRINO MemberDR. NONA S. RICAFORT MemberMS. CONCEPCION G. DODD Member The Quality Assurance Committee ATTY. RANULFO P. PAYOS Chairperson DR. ALBERTO VICTOR P. FENIX MemberMR. RENE LUIS TADLE Member DR. TERESITA U. QUIRINO MemberDR. NONA S. RICAFORT MemberMS. CONCEPCION G. DODD Member List of Published Training Regulations Animal Production NC II Aquaculture NC II Automotive Body Painting/Finishing NC II Automotive Body Repair NC II Automotive Engine Rebuilding NC II Automotive Servicing NC II Bartending NC II Building Wiring Installation NC II Carpentry NC II Commercial Cooking NC II Computer Hardware Servicing NC II Deck Seafaring NC II Dressmaking NC II Driving NC II Engine Seafaring NC II Food and Beverage Services NC II Footwear Making NC II Heavy Equipment Operation NC II Horticulture NC II Household Services NC II Housekeeping NC II Machining NC II Masonry NC II Motorcycle and Small Engine Servicing NC II Caregiving NC II Plumbing NC II Pyrotechnics NC II RAC Servicing NC I RAC Servicing NC II Security Services NC II Tailoring NC II Tour Guiding Services NC II Transport RAC Servicing NC II Travel Services NC II Welding NC II These materials are available in both printed and electronic copies. For more information please contact: Technical Education and Skills Development Authority (TESDA) Telephone Nos.: 893-8303, 893-2139; 817-4076 to 82 loc. 615 to 617 or visit our website: www.tesda.gov.ph      TR Caregiving NC II - PAGE 34- Z[.GJU ¸|yukayXKD B*CJphB*CJOJQJ^JphCJOJQJ^J>*CJOJQJ^J>*CJOJQJ^J6CJCJ5CJOJQJ\^JaJCJOJQJ^JaJ5CJ(OJQJ\^JaJ(5CJ \^JaJ CJ$OJQJ^JaJ$5CJ\^JaJ5CJ0\^JaJ0 jEU5CJ$^JaJ$>*CJ0OJQJ^JaJ05CJ^JaJ CJ^JaJ jU 5OJQJ>Z[$a$$a$ $7$8$H$a$$a$|^|(((-.JKLMNOPQRSTU $`^``a$ $^`a$ $^`a$ $8]^8a$$h^ha$$a$ !<=: ; e f  $a$$ T=p]=^p`a$ pp^p` $`^``a$ $`^``a$$ & F T8^8`a$$ & F TFx^F`a$  A B S T U ` a  2 J v w Y  x{6?IJPSfg|ȾȾȾȾȾȾ⾲⪠⪒⌇|CJOJQJ^JaJ^JaJ 5^JaJ56CJOJQJ^JaJ5OJQJ\^JOJQJ\^J5CJOJQJ^JaJ5CJOJQJ^JCJOJQJ^J OJQJ^J>*CJ$OJQJ^J5OJQJ^JCJ OJQJ^JaJ 6CJ OJQJ^J0 % A B S T U _ a  2 4  & F @ (@ ^@   ( ^ `  ( ^ `  %( ^  ( ^ $a$$a$4 J ` w  7 W Y | $a$$h^ha$  ( ^ `  ( ^ ` & F h\ ( ^  & F \ (\ ^\   ( ^ ` HJ $IfG$$Ifl0('4 la. $$Ifa$ $$Ifa$  `` `^`` 89Cvwx"#-, $$Ifa$$If $$Ifa$G$$Ifl0('4 la.-CDNyz{ VW\ 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