Study Guide: CHC30208 Certificate III in Aged Care

1© NSW DET 2008

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Contents

Information on course 4Relationship of learning topics to course 5

How to study the learning topics 6Learning framework 6

Intro/Preview...............................................................................7Define..........................................................................................8Read/Connect.............................................................................8Listen/Watch................................................................................8Explore/Practise..........................................................................9Apply...........................................................................................9Check........................................................................................10

Use of an e-portfolio 12Learning topic pathways 12

Guided pathway........................................................................13Coached pathway......................................................................13Mentored pathway.....................................................................14

Appendix 15Study plan 15How to create a thinking or mind map 16

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Information on course

The units available in this resource for the CHC30208 Certificate III in Aged Care (TAFE NSW Course No. 18167) include:

Table: List of core and elective units in CHC30208

Core units:

Unit No C or E

Hrs Unit name

CHCAC317A C 22 Support the older person to maintain their independence

CHCAC318A C 40 Work effectively with older people

CHCAC319A C 50 Provide support responsive to the specific nature of dementia

CHCCS411A C 50 Work effectively in the community sector

CHCICS301A C 40 Provide support to meet personal care needs

CHCICS302A C 30 Participate in the implementation of individualised plans

CHCICS303A C 40 Support individual health and emotional well being

CHCOHS312A C 30 Follow safety procedures for direct care work

CHCPA301B C 30 Deliver care services using a palliative approach

HLTAP301A C 50 Recognise healthy body systems in a health care setting

Elective units:

Unit No C or E

Hrs Unit name

CHCAC417A E 50 Implement interventions with older people at risk of falls

CHCAD401D E 40 Advocate for clients

CHCCS400A E 40 Work within a relevant legal and ethical framework

CHCCS305A E 60 Assist clients with medication

HLTHIR403B E 20 Work effectively with culturally diverse clients and co-workers

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Note: A learner must complete all 10 core units and can choose 4 electives (although there are 5 electives to choose from your trainer/facilitator may stipulate the electives that you will be studying).

Relationship of learning topics to courseThere is some degree of duplication of topics across the units.

The topic titled Support the older person who is experiencing loss and grief will appear in the following units:

CHCAC317A Support the older person to maintain their independence

CHCAC318A Work effectively with older people.

This topic Complete reporting and documentation occurs with a context-specific focus in the following units:

CHCAC417A Implement interventions withholder people at risk of falls

CHCICS301A Provide support to meet personal care needs

CHCICS302A Participate in the implementation of individualised plans

CHCICS303A Support individual health and emotional well being.

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How to study the learning topics

The learning topics have been designed to help you develop the skills and knowledge required to achieve competency in a particular skill. They have been designed for use in a classroom and/or as a self–paced learning material.

Learning frameworkThe learning topics are organised around a framework for learning. As seen in Table 1 it is made up of eight dimensions comprising various elements. Use of the framework will greatly improve your concentration, memory and learning. The framework provides a ready-made personal outline for you to connect important ideas and build references to deepen your understanding of the material to be learned. Each dimension contains elements to ensure you are on the right track to learning the most important ideas and concepts. Use of the framework will enhance your learning experience and boost your learning potential.

Each dimension overlaps in rich and rewarding ways. The framework may be used in a strictly linear progression but it should be recognised that a student’s learning will rarely be lock-step. A more realistic use of the framework would be in non-linear and iterative manner. Learners may move from one dimension to the next, but at times move back and between dimensions.

Table: Learning framework dimensions and design elements

Dimension Design element/s

Intro/Preview Overview and ‘Map of learning’

‘What you’ll learn’ (learning purpose) with additional information such as ‘Before you do this learning topic’ and/or ‘Relationship of learning topic to course’ (if required)

‘Focus’ audio with practitioner in the field offering advice on study of the unit followed by a reflection exercise

Study plan

Recommended references

Define (glossary for entire ‘My definitions’

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unit)

Read/Connect Readings

Listen/Watch Multimedia resources (eg vodcasts, podcasts, PowerPoint presentations etc)

Explore/Practise Internet research/Web quest

Activities or interactives with feedback

Apply Workplace task with feedback

Quiz (bank of true/false and/or multiple choice questions with feedback)

‘My briefcase’ (collection of sample documents, forms, proformas, templates etc)

Reflect ‘My study journal’

Check ‘My summary’

‘My review’

Intro/Preview

Previewing sets the stage for purposeful learning. It enables you to get the big picture, the overall design of what you will be studying before turning your attention to the details. It gives you a sneak preview your learning.

The Previewing dimension entails the following design elements:

‘Map’ or overarching view of the learning framework showing connection to each topic’s readings, multimedia resources, activities/interactives, workplace task, and quiz.

Learning purpose statement (containing the intent of the learning and its main idea) and ‘What you’ll learn’ (showing expected elements of competency being addressed) as well as any administrative information required eg ‘Before you do this topic’ (a note regarding the need to study any pre-requisites or co-requisite learning topics) and/or ‘Relationship of learning topic to course’ (a note regarding how this unit fits with within the study of other unit/s in the course).

‘Focus’ audio with a practitioner in the field providing advice for study of the unit with a reflection exercise to encourage you to consider your current knowledge, opinions or practice. The reflection exercise will require you to create a list of questions you are seeking answers to about the learning. The questions you pose can be your roadmap for studying this learning topic.

Personal study plan for you to draw up how you intend to break your learning down into manageable chunks with a set of corresponding completion dates – an proforma can be found in the Appendix. This will help you to set goals that are realistic and help to make the task achievable. Your trainer/facilitator may provide you with a specific

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study plan to accommodate any special arrangements for practicals/tutorials or group sessions etc.

A list of references you should refer to for supplementary information when studying the learning topics. You may be required to find additional information such as a websites, textbooks, videos or other resources to help you complete your study—your trainer/facilitator will provide you with advice in this area.

Together these components present the ‘warm-up’ stage of learning. As a learner you should get an overview of the learning task and generate a few insights and questions before beginning. Such a warm-up will greatly improve your focus.

Define

Successfully defining the material you are studying lays the foundation for making connections of all kinds. Use of the ‘My definitions’ helps you to define terms and guide you in their use.

When defining the learning topic you should:

pay particular attention to the key terms and ideas used

rephrase each definition in your own words

refer to terms when you need a quick review.

Read/Connect

The framework for reading/connecting will entail going through the Readings and writing your own notes and building thinking or mind maps (see the Appendix for information on how to create a thinking or mind map). By translating the ideas from the readings into your own words and images, you are actively processing the material. You are making sense of what you are learning. You are actually rewriting the learning material in ways that makes sense to you. The only thing that is not recommended is that you copy text word-for-word from the reading material.

Listen/Watch

A selection video/sound files or PowerPoint presentations (viewed through Presenter) that complement the study of the unit will be accessible. For the most part these files are accessed from their original source on the internet, from where you will be required to either play the file within the site or download it. At other times the file will be available from within the TAFE resource you are accessing and will be playable in a purpose-built media player. Each media item will be

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identified by its title, its source and the length of time to play. A focus question may also be provided to guide you on how you might view or listen to the media or what you might do as a follow-up exercise having engaged with the media.

Explore/Practise

There will be a number of activities and interactives to help you develop the knowledge and skills you need to achieve competency in the unit being covered. The activities may ask you to answer questions, to find information, collaborate with fellow learners or discuss issues with your trainer/facilitator.

Apply

A central way of applying what you have acquired will be by performing the particular skill or demonstrating your knowledge. This will take the form of the Workplace task and the Quiz.

The Workplace task is intended to help you apply your learning in a realistic situation. By completing it you will be demonstrating what you have learned.

The Quiz aims to have you prepared, competent and confident for sitting an actual test-event. By practising for an actual test or exam you will learn many valuable things:

how to relax enough to deal with test anxiety

how to skip hard questions until later

how to space your energy and brainpower over the entire test so that you have as much energy at the end of the test as you had at the beginning

how to avoid discouragement if you don’t know every answer

how to read each question calmly and understand what it is asking.

The Workplace task and Quiz will require you to compare your responses to the feedback provided or they may require you to consult with your trainer facilitator for more specific feedback.

The Practice task and Quiz may also need to be checked off on your Skills Passport as proof of the skills and competencies you have developed.

Another way of applying your learning is by collecting and making use in your work of any sample forms, proformas, templates etc that were presented within the study of the unit. Such documentation can be

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readily accessed from the ‘My briefcase’ section and downloaded and stored on your own computer.

Reflect

Reflecting will entail keeping a ‘My study journal’ for the period of your study of the unit.

Journal entries should combine both reflections on and analysis of your learning and learning situation. This will make the learning more meaningful and personal as well as assist you to become more aware of your own needs, strengths and difficulties and how to respond accordingly.

Learning journals allow you to become active in the learning process, in which you question:

what you do and don’t understand

the purpose of activities, workplace tasks, quizzes

the effectiveness of your learning

the strategies you used for study.

Ways of recording entries in a learning journal can include:

questions before/during/after learning experiences

summary writing

open-ended responses

question/answer responses

explanations

use of pictorial representation, diagrams or cartoons

use of tables, charts, flow charts

use of thinking or mind maps.

You may be required to share your ‘My study journal’ with a feedback circle comprising a small group of your classmates or study group. Each member of the feedback circle will be required to respond to your presentation and provide you with feedback or peer-assessment. You will also have the opportunity to ask questions and seek clarification of their comments if you should so wish.

Check

The connections you are making need to be challenged for accuracy and depth. Checking requires you to self-evaluate and ask questions of yourself such as:

How well am I relating to this new material?

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Do I know it well enough to advance to the next step in my training and study?

The more skilled you become at this the more prepared you will be to learn the information and perform the skill/s in the unit.

Checking requires you to reinforce and validate to yourself that you are learning, and that what you need to know and be able to do is in place. Checking cues you as a learner about possible gaps that may exist and directs you as to the need to revise aspects of your learning. It is also a quick reminder to go back and pick up anything you have missed along the way. Checking also allows you to tell yourself that you are doing fine – to give yourself a pat on the back.

Checking takes the form of the ‘My Summary’ and ‘My Review’. The ‘My Summary’ will require you to create your own summary of your learning as a permanent record. The ‘My Review’ will contain a checklist of what you should know and be able to do and whether you are now able to perform the skill/s at a proficient level. If you find the checklist items too difficult, you should take time to relearn the material. You may also wish to review with someone else or approach your trainer/facilitator for extra help and suggestions.

A Skills Passport or Competency Record Book may also be required. This will use a performance rubric to help you gauge your level of skill. It is designed to compare a learner’s skill and technique to industry standards. The performance rubic should provide the learner with information as to the level of their performance, such as:

Level 1 means you’re still ‘in progress’:

You complete the task with assistance and/or prompting.

You complete the task with inconsistent quality.

You perform the task with several errors evident in technique.

You describe the technique with vague understanding.

Level 2 means you’re ‘getting better’:

You complete the task alone.

You complete the task approaching the industry standard.

You perform the task with occasional errors evident in technique.

You describe the technique with prompting.

Level 3 means you’ve reached ‘entry-level proficiency’ for the beginning professional:

You complete the task alone.

You complete the task and meet the industry standard described in the text.

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You perform the task with very few errors evident in technique.

You communicate and reflect upon the technique to others.

You complete the entire procedure in accordance with required timing.

Checking is also a time in which you assess whether you are ready to attempt the assessment event/s.

Use of an e-portfolioTo assess your competency in part of your course or individual unit, your trainer/facilitator may ask you to put together an e-portfolio.

An e-portfolio is a collection of digital files that showcases your efforts, improvements and achievements in your course.

An e-portfolio may include:

images eg photos of you performing a task

audio files eg a recording of you explaining an idea or concept to another person

videos eg a recording of you performing a task example

text files eg a self-reflection on how you’ve been going in your course

presentation files eg a slideshow of images with an audio track containing your narrative.

An e-portfolio could be presented on CD, DVD, the internet or your college Intranet. The e-portfolio should be ongoing, to include samples of work you do over the period of your study.

For samples of e-portfolios see: http://del.icio.us/prep4elearning/eportfolio-samples

Your trainer/facilitator will give you clear instructions on what tasks you must complete and what must be in your e-portfolio. If you’re not sure what’s required, or how to do it, it’s very important to ask your trainer/facilitator for help.

Learning topic pathways You need to discuss with your trainer/facilitator the most appropriate and suitable learning pathway for studying the units in the course. This will require you to identify and communicate your own specific learning

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requirements to your trainer/facilitator. Be objective with your self-evaluation, as this will optimise your learning.

A description of the three learning pathways – guided, coached or mentored follows:

Guided pathway

If you have little or no knowledge of the learning topic or ability to perform the skill/s, you should study the learning topic in the sequence provided doing all of the dimensions that comprise the framework. This guided pathway is intended for learners who prefer safe, structured guiding learning that helps them avoid mistakes and achieve their learning goals in a simple fashion. Scaffolded support is provided for simple problem solving. As seen in Figure 1 you should complete all of the Intro/Preview, Define, Read/Connect, Listen/Watch, Explore/Practise, Apply, Reflect, and Check dimensions.

Graphic of guided pathway

Figure: The guided pathway

Coached pathway

If you have previously covered the learning but need a refresher on it or have some gaps in your knowledge and ability to perform the skill/s you may wish to proceed with the coached pathway. This pathway is for learners who prefer semi-specific, semi-structured learning that provides plenty of interaction and a greater emphasis on hands-on practice than knowledge acquisition. As seen in Figure 2 the coached pathway involves completing the Intro/Preview, Explore/Practise, Apply, Reflect, and Check dimensions.

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Graphic of coached pathway

Figure: The coached pathway

Mentored pathway

If you have previously covered the learning and feel confident that you are knowledgeable in its content and application, then you may prefer to take the mentored pathway. This mentored pathway is for learners who prefer unstructured learning that allows for self-discovery and self-management on part of learner to achieve goals. As seen in Figure 3 the mentored pathway covers the Intro/Preview, Apply, Reflect, and Check dimensions and as such is intended to fast-track the learner through the learning. The Workplace task may be required to be submitted to your trainer/facilitator who will provide you with individual comment and feedback.

Graphic of mentored pathway

Figure: The mentored pathway

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Appendix

Study plan

Unit Number: Unit Name:

Name of Session/Topic

Details Dates/Suggested Timetable

Student Notes

Orientation session (Insert text here) (Insert date and times)

Groupsession

(Insert text here) (Insert date and times)

Forum (Insert text here) (Insert date and times)

Topic 1 (Insert text here) (Insert number of weeks, dates and/or hours)

Topic 2 (Insert text here) (Insert number of weeks, dates and/or hours)

 

Topic 3 (Insert text here) (Insert number of weeks, dates and/or hours)

Assessment Event (Insert number of weeks, dates and/or hours)

Concludingsession

(Insert date and times)

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How to create a thinking or mind mapOne excellent way to make connections is by building thinking or mind maps. Because they tap into your ability to create relationships among the concepts you are learning, thinking or mind maps are powerful memory joggers. Thinking or mind maps create pictures of what you know using shapes, patterns, words, doodles and connections of all kinds.

Once you can picture how words and ideas fit together, you will remember things more easily. These maps of colours, pictures and symbols, when coupled with words, create powerful associations in your brain that will ensure better understanding and recall.

Thinking or mind maps make your thoughts visible so that you can think about aspects of your learning in different ways. Use of thinking or mind maps will promote discussion and help you explore specific topics in creative and organised ways. You can use them as ‘roadmaps’ to deepen understanding.

To create a thinking or mind map follow these steps:

First… Start with a keyword or term and circle it in the centre of your page.

Then… Add branches to hold key sub-terms. Gather sub-topics from your memory. Branches can also be categories such as who, what, where, when, how or why.

Next… Explore all the possible links you can create. If you have questions about any words, you may also refer to your ‘My definitions’ or glossary

Finally… Share and compare. Let others see your thinking or mind map and gain ideas and connections from you. Add to your thinking or mind map realisations you have while looking at someone else’s work. Shared knowledge makes each person better.

Use the following proforma using the Who?, When?, Where?, What? and Why? Headings to get you started.

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Mind map showing circles for Who?, When?, Where?, What? And Why?

Figure: Proforma for a mind map

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