The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!
From the Wiki University
What evidence can you provide to prove your understanding of each of the following citeria?
Complete the intake screening process
|
|
Respond promptly to the enquiry received Completed |
Evidence:
|
Identify the need for and engage an interpreter service when required Completed |
Evidence:
|
Assess the carer’s eligibility to access available services Completed |
Evidence:
|
Clearly explain the intake process and how information is used, including requirements for mandatory data collection Completed |
Evidence:
|
Explain and apply privacy and confidentiality principles, practices and procedures Completed |
Evidence:
|
Explain what service the organisation can provide Completed |
Evidence:
|
Gather information to enable assessment of the carer’s priority of need Completed |
Evidence:
|
Identify the need to refer the carer to another agency for assessment and arrange the referral, if required Completed |
Evidence:
|
Undertake the assessment process
|
|
Use an open, empathic and confident manner with the carer to establish a rapport and obtain their consent to participate in the assessment process Completed |
Evidence:
|
Ensure the assessment focuses on the care relationship rather than the individual and empowers both the carer and the care recipient Completed |
Evidence:
|
Implement the appropriate level of assessment based on the outcomes of the intake screening process Completed |
Evidence:
|
Clearly explain the assessment process and how information is used
|
|
Complete the assessment process holistically using a conversational approach in line with organisation guidelines, procedures and instruments Completed |
Evidence:
|
Adjust communication processes as required when assessing carers with special needs Completed |
Evidence:
|
Recognise and respond to situations of either the carer or the care recipient according to organisation guidelines Completed |
Evidence:
|
Seek advice from supervisor, as required, to determine service issues associated with assessment information Completed |
Evidence:
|
Document information within identified timeframe and according to relevant guidelines Completed |
Evidence:
|
Clarify the carer’s needs
|
|
Display positive regard to assist the carer to talk freely about their concerns and needs without fear of judgement Completed |
Evidence:
|
Encourage and allow the time for the carer to share their story Completed |
Evidence:
|
Recognise and respond to the impact of complex care issues on the carer Completed |
Evidence:
|
Assist the carer to identify issues external to, and which impact on, their caring role Completed |
Evidence:
|
Establish the carer’s unmet needs within the limits of the level of assessment Completed |
Evidence:
|
Identify and prioritise the carer’sneed for a service Completed |
Evidence:
|
Apply skills which assist the assessment process
|
|
Use active listening skills to help establish a rapport with the carer, and identify their needs Completed |
Evidence:
|
Use language that the carer understands Completed |
Evidence:
|
Develop an empoweringrelationship which assists the carer to clarify options, seek support and decide on next steps to address problems and/or meet current needs Completed |
Evidence:
|
Ensure all communication with the carer reflects understanding and respect for individual differences and needs Completed |
Evidence:
|
Use peer and/or supervisor support to seek advice and knowledge, and problem solve collaboratively Completed |
Evidence:
|
Guide the carer to remain focussed on issues related to their caring role Completed |
Evidence:
|
Address own personal factors likely to impact on the assessment process
|
|
Identify and develop personal attributes and attitudes likely to facilitate the assessment process Completed |
Evidence:
|
Demonstrate awareness of personal issues or attitudes likely to impact negatively on the assessment process and manage appropriately Completed |
Evidence:
|
Use constructive strategies for dealing with strong carer emotionsand stressful situations Completed |
Evidence:
|
Discuss with peers and/or supervisor own personal reactions to these strong carer emotions or stressful situations Completed |
Evidence:
|
Use a range of effective self-care strategies for responding to impactful client presentations or situation Completed |
Evidence:
|
Use peer and/or supervisor support to seek advice and knowledge, and problem solve collaboratively Completed |
Evidence:
|
Identify limit of ability through self-reflection and seek assistance, advice and knowledge from peers/management Completed |
Evidence:
|