Study Guide: CHC30208 Certificate III in Aged Care
Contents
Information on course 4
Relationship of learning topics to course 5
How to study the learning topics 6
Learning framework 6
Intro/Preview 7
Define 8
Read/Connect 8
Listen/Watch 8
Explore/Practise 9
Apply 9
Check 10
Use of an e-portfolio 12
Learning topic pathways 12
Guided pathway 13
Coached pathway 13
Mentored pathway 14
Appendix 15
Study plan 15
How to create a thinking or mind map 16
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 nameCHCAC317A / 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 nameCHCAC417A / 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
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 course
There 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.
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 framework
The 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/sIntro/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 unit) / ‘My definitions’
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 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 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 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?
· 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.