Module 1.4 Understanding risk - Facilitator general information
Copyright
Australian Aged Care Quality Agency (Quality Agency) encourages the dissemination and exchange of information. All material presented within this handbook and on our website is provided under a Creative Commons Attribution 4.0 Australia, with the exception of:
The Quality Agency’s logo, and content supplied by third parties.
The details of the relevant licence conditions are available on the Creative Commons website, as the full legal code for the CC BY 4.0 AU license.
Attribution
Material obtained from this guide is to be attributed to the Quality Agency as:
© Australian Aged Care Quality Agency 2017.
Third party copyright
Wherever a third party holds copyright in material presented in this guide, the copyright remains with that party. Their permission may be required to use the material.
HDB-EDU-0137 v15.0
Contents
What is Qassist?
Accessing Qassist learning modules and fact sheets
Foundation modules
Case management modules
Foundation modules
Case management education programs
Qassist fact sheets
Consumer guides
Using the Qassist learning modules and fact sheets in the workplace
How to use the facilitator’s guide
Module 1.4 – Facilitation information
Facilitator’s resources and references
Session plan Module 1.4 – Understanding risk
Risk matrix
Attachments:
Risk Matrix
Activity 1 – Risky business (Word cards)
Activity 2 - Understanding risk (scenarios)
What is Qassist?
Qassist is our regulatory compliance assistance education program. This program and related learning modules are designed to support the aged care sector to improve compliance and consumer outcomes.
Accessing Qassist learning modules and fact sheets
The learning modules and fact sheets fall into two broad categories that inform our compliance assistance program and resources – Foundation modules and Case management modules.
Foundation modules
These modules are designed to provide the sector with an understanding of the regulatory system and its requirements.
These modules provide the foundation for getting to know the Quality Agency, the aged
care standards, continuous improvement, risk in aged care, consumer dignity, choice and feedback. They are targeted at everyone in the sector.While these foundation modules have been designed for compliance assistance purposes as part of our case management responses, they can be used by providers as part of their internal staff training and resource provision as required.
The foundation learning modules include a facilitator guide, presentation resources and associated fact sheets. All of these modules are available for download on our website .
Case management modules
These modules are focused on supporting services to address non-compliance and are specifically designed to support our regulatory case management and monitoring activity.
These modules are only available as Quality Agency facilitated programs through our compliance assistance education program. To apply for compliance assistance education support you can submit an expression of interest (EOI) on our website. Please note compliance assistance education is provided subject to eligibility criteria. For further details on compliance assistance education go to
The case management fact sheets for each module are available for download on our website.
Foundation modules
UNDERSTANDING THE REGULATORY SYSTEM AND ITS REQUIREMENTS
Module 1.1 - Aged Care and Quality Agency overview
Provides the opportunity to explore the big picture and the changing environment of aged care where consumer choice and control is the focus. The module also includes the Quality Agency’s regulatory functions and how quality assessment is undertaken.
Module 1.2 - Getting to know the Standards
Provides an overview of the meaning and intent of the aged care Standards, together with an introduction on demonstrating performance and continuous improvement against the Standards.
Module 1.3 - Continuous improvement
Addresses the importance of continuous improvement being undertaken in collaboration with consumers and staff especially in the areas of demonstrating outcomes for consumers, staff and the service.
Module 1.4 - Understanding risk
Addresses risk management in an aged care context and how to approach managing risk while supporting consumer choice.
Module 1.5 – Consumer dignity and choice
Addresses consumers’ right to privacy, dignity and choice in aged care and provides an overview of the legislation and principles that provide the sector with guidance on consumer dignity and choice.
Module 1.6 – Using consumer feedback
Provides practical strategies to facilitate consumer and representative feedback and how it can be used to support service development, delivery and improvement.
Case management education programs
- DEMONSTRATING PERFORMANCE AGAINST THE STANDARDS
Modules 2.1 – 2.3. Supporting services with compliance issues.
Includes undertaking self-assessment and responding to non-compliance. For example, services that may be experiencing compliance issues or new market entrants. These modules are targeted at management with responsibility for addressing and maintaining compliance and are only available through our case management processes.
- ADDRESSING CONSUMER FOCUS, AREAS OF PREVALENT RISK AND NEW PROGRAMS
Modules 3.1 – 3.3Improving the sector and consumer focus.
Includes ongoing assessment and planning and a person centered approach to risk. These modules are targeted at both frontline staff and management and are currently only available through our case management processes.
Qassist fact sheets
Module fact sheets are available to support on the job or workplace based learning for staff.
The fact sheets contain a summary of the key information related to the module topic on the front page and suggested learning activities and questions to support personal exploration of the topic or group discussion on the back page. You can use this in a variety of ways and we encourage you to be creative. Use the factsheets to brainstorm with as many people as you can whether it is through a staff meeting, toolbox talks or in training sessions. More tips on using the resources in the workplace are detailed shortly.
Qassist factsheets are available for all the Qassist modules as listed below:
UNDERSTANDING THE REGULATORY SYSTEM AND ITS REQUIREMENTS
1.1Aged Care and Quality Agency overview
1.2Getting to know the Standards
1.3Continuous improvement
1.4Understanding risk
1.5Consumer dignity and choice
1.6Using consumer feedback
DEMONSTRATING PERFORMANCE AND CONSUMER OUTCOMES
2.1Responding to non-compliance
2.2Undertaking a self-assessment
2.3Governance (proposed)
ADDRESSING CONSUMER FOCUS, AREAS OF PREVALENT RISK AND NEW PROGRAMS
3.1Ongoing assessment and planning with consumers
3.2Person centred approach to risk
3.3Safeguarding vulnerable consumers (proposed)
Consumer guides
In addition to the above factsheets the following consumer guides can be used to support consumer engagement in quality assessment and continuous improvement as a standalone resource or in combination with areas above. These are available on our website .
•Consumer guide to accreditation
•Consumer guide to quality review
•Consumer guide to continuous improvement
Using the Qassist learning modules and fact sheets in
the workplace
The ways Qassist can be used are wide and varied. Facilitators are encouraged to be creative when deciding how best to use the resources to meet the learning needs. The following three steps may assist in using the learning modules and fact sheets.
Step 1 – Identify learning needs
Consider the core skills and knowledge required to achieve both individual and organisational goals in the areas of:
•Consumer focus
•Quality assessment
•Understanding the regulatory framework
•Requirements for compliance
Consider the following questions to assist in identifying the learning needs:
•How can effective performance in these areas be achieved?
•What skills and knowledge need to be developed and by whom?
•Are there specific knowledge gaps that need to be addressed?
•Has there been any new legislation, policies or procedures introduced?
•Are there any performance or work health and safety issues?
•Are there any new staff members
Step 2 – Develop a learning plan based on these identified needs.
This could be individual or group based, job role specific or service/organisation delivered, dependent on the needs.
Consider the following questions when developing a learning plan:
•How does formal and informal learning currently happen in your workplace?
•Which of the following is available – on-the-job through buddying and mentoring, off-the-job, network based, formal workplace sessions (e.g. lunchtime ‘hot topic’ discussions)?
•How do people prefer to learn?
•What is the priority for learning?
•What does the training need to achieve – what will be the impact in the workplace?
•How will you determine the effectiveness of the training?
•What resources are available? Training facilities, presenters, subject matter experts
•Do you have a training calendar?
Step 3 – Review the Qassist learning modules and fact sheets, select the ones that will address learning needs, customise for the session, prepare for the learning session and facilitate the session.
It can be a good idea to consider using a reflective practice model as part of your learning approach. For example, by exploring these three key questions:
Suggestions for implementing Qassist in your workplace:
•Incorporate different Qassist modules into your workplace induction program.
•Select modules to meet identified learning needs.
•Use different fact sheets as a focused 10-15 minute ‘tool box sessions’.
•Schedule modules as an agenda item at staff meetings. These short and focused sessions will get staff on the same page, quickly and efficiently.
•Link discussionsspecifically to service delivery strategy and consumer outcomes, and identify opportunities for improvement.
•Use real case studies based on consumers ‘lived experience’ or situations that occur in daily practice.
•Provide the resources to mentors and buddies to assist them in supporting workplace learning.
•Follow up learning byseeking feedback, providing/identifying relevant resources and further learning opportunities.
•Identify improvements/changes that participants can implement in their workplace as a result of the learning.
How to use the facilitator’s guide
This facilitator guide includes detailed notes, PowerPoint slides, discussion prompt questions, activity instructions and resources.
Layout
To make it easy for you to follow the content layout is reflected in the following table format.
Slide / Time / Facilitator information / ResourcesPowerPoint
Slide number / Section duration / Content detail, facilitation process, notes for facilitator / Links to activity resources
For example
Slide / Time / Facilitator information / Resources3 /
5 mins / ASK participants what they understand is meant by the term “quality care”?
Brainstorm what does “quality” mean?
Record responses on a whiteboard or flipchart
Information in italics is for facilitator to use as prompts and/or ensure all information is covered / Fact sheet 1.4
Whiteboard or flipchart
Qassist Module 1.4 – Understanding risk
1
Module 1.4 – Facilitation information
Aim
The aim of this session is to enhance participants’ understanding of risk management within the aged care context and how to approach managing risk while supporting consumer choice.
Learning outcomes
After actively participating in this session, participants will be able to:
•Describe what is meant by risk and risk management in an aged care environment.
•Understand common risks and the potential consequences.
•Outline approaches to managing risks and consumer choice.
•Outline your role and responsibility in managing risk.
Target audience
This session is designed for management and staff who are working in residential and home care services as well as those who are new to the aged care industry.
Session overview
Duration approximately 115minutes
Time / Session content/activities/notes10 mins / Welcome and learning outcomes
5 mins / Define hazard and risk
15 mins / Risk in your workplace
15 mins / Tolerance for risk – Video – ABC Aged risk
15 mins / Risk management framework - identify and assess the risk
5 min / Risk in aged care
5 min / Assessing risk
15 mins / Activity 1 – Take action – card sort
5 mins / Monitor and review risk
15 mins / Activity 2 – Scenarios
5 mins / Communicate and consult - continuous improvement
5 mins / Learning and reflection
Facilitator’s resources and references
Session Plan
The session plan contains detailed information relating to the topic, discussions and activities. The session plan guides the facilitation of the session and assists the facilitator in relation to content, timing and resources. The PowerPoint presentation is used as guidance for facilitators and does not contain as much detailed information as the session plan. Facilitators should refer to the session plan in the first instance to ensure they have a thorough understanding of the topic and delivery method.
Module 1.4Resources
Ensure you have the following resources:
•Session specific
-YouTube video Risk in aged care
-Handout
-Risk matrix – Diagram in the back of this guide.
-Activity 1 – Risky business card sort – template is the back of this guide.
-Activity 2 – Scenarios – handout in the back of this guide.
-Factsheet
-1.4 Understanding Risk
-PowerPoint presentation – Understanding Risk (including printed copies with note taking area to be provided to participants)
•Laptop
•Data projector – speakers
•Flipchart paper
•Highlighter pens
•Whiteboard markers
References
•Aged Care Legislation–
•Department of Health - Aged Care–
•Practices and processes guide, November 2015. AACQA –
•Results and processes guide, October 2014. AACQA –
•Quality Agency publication: Lets talk about Quality
•Dr G Allen Power (2016) Dementia beyond Disease
•Quality Agency website: Serious Risk – news and resources
•Quality Agency Regulatory Bulletin No. 1 – Serious Risk:
Qassist Module 1.4 – Understanding risk1
Session plan
Module 1.4 – Understanding risk
1 / 5 mins / Introduction
NB: be aware of using acronyms, terminology and/or specific sector language during the session. Some participants may be new to the sector.
•Welcome
•Acknowledgement of country (I would like to begin by acknowledging the Traditional Owners of the land on which we meet today. I would also like to pay my respects to Elders past and present)
•Introduce topic and advise session will go for approximately 90 minutes
•Quick Ice Breaker (name, how long people have been working in the sector, how long took to get here, previous job).
2 / 5 mins / Learning outcomes
Go through the learning outcomes for the session. Clarify what will be covered if needed.
•Describe what is meant by risk and risk management in an aged care environment
•Define common risks and the potential consequences
•Outline approaches to managing risks and consumer choice
•Outline your role and responsibility in managing risk
Inform participants that the session is designed to be interactive and their active participationwill increase their learning.
3 / 5 mins / Define hazard and Risk
ASK –
What is a hazard?Something with the potential to cause harm or injury.
What hazards are associated with aged care?
•Complexity of care delivery and care environment
•Constantly changing needs of consumers
•Varying levels of consumer’s physical abilities, cognitive awareness, emotional state
•Context of organisation, size, layout, location
•Human nature and human error
•New equipment
•Untrained staff
•Contract management
ASK –
What is risk?The chance of something happening that will have an impact upon objectives.
How are risks measured? Likelihood and consequence
Example: the complexity of care needs together with untrained staff is the hazard. The risk is the consumer may not be receiving appropriate care which could lead to adverse health outcomes.
A risk might be as simple as things not going the way you planned, leading to an event or series of events that will affect the health, safety or welling of consumers, staff or others.
Risk is always present; it must be identified and managed. Systems and people create or reduce risk.
4 / 15 mins / Risks in your workplace
•Brainstorm potential risks in an aged care environment that management, staff and consumers may encounter and record on whiteboard (risk to reputation, unsafe work practices, unable to exercise choice to do the things the consumer wants)
•Divide participants into small groups or pairs
•Allocate 1-2 risks to each group and ask them to identify
-Why are these potential risks
-What are the possible consequences of these risks
Responses to be recorded on flipchart paper and fed back to whole group.
ASK –
Why are potential risks sometimes higher in aged care?
The nature and the frailness of many of the consumers exacerbates both real and potential risk situations in aged care organisations / Flipchart paper
whiteboard
5-6 / 5 mins / Tolerance for risk
ASK –
Has anyone heard of the term ‘risk tolerant’?
They will accept a higher level of risk and allow consumers the choice to be involved in more risky situations or activities.
What about ‘risk adverse’?
Will be more likely to limit what individuals can do and try and avoid consumers being exposed to risky situations or undertaking activities that may be classed as risky.
How do these apply in aged care?
Dignity of risk - respecting each individual’s autonomy and self-determination (or dignity) to make choices for themselves. It’s the right to take risks when engaging in life experiences, and the right to fail in taking these.