Unit of competency Outline
Date retreived
23/07/2026 12:43 AM AWST
23/07/2026 12:43 AM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Work effectively with older people
Work effectively with older people
Unit of competency
National Code
CHCAC318B
CHCAC318B
State Code
D9310
D9310
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
06/08/2014
Field of Education
090507 - Care For The Aged
Original Release Date
06/08/2014
Nominal Hours
50
Description
DescriptorThis unit describes the skills and knowledge required by the worker to perform work that reflects understanding of the structure and profile of the residential aged care sector, the home and community sector and key issues facing older people in the community
Notes
Elements and Performance Criteria
1. Apply understanding of the structure and profile of the residential aged care sector
- 1.1 Conduct work that reflects an understanding of the key issues facingolder people and their carer/s
- 1.2 Conduct work that reflects an understanding of the current philosophies of service delivery in the sector
- 1.3 Recognise the impact of ageing demographics on funding and service delivery models
- 1.4 Conduct work that reflects an understanding of current legislation
2. Apply understanding of the home and community care sector
- 2.1 Demonstrate broad knowledge of policy and programs such as HACC, DVA and Government community care directions
- 2.2 Comply with duty of care implementation in home and community settings and worker roles
- 2.3 Demonstrate broad knowledge of 'ageing in place'
3. Demonstrate commitment to the philosophy of 'positive ageing'
- 3.1 Take into account personal values and attitudes when planning and implementing work activities
- 3.2 Recognise and manage ageist attitudes through the support of the appropriate person
- 3.3 Recognise the impact of changing expectations of clients, their family and the wider community in relation to service delivery
- 3.4 Conduct work that reflects an understanding of the individuality of ageing
- 3.5 Conduct work that minimises the effects of stereotypical attitudes and myths on the older person
4. Apply understanding of the physical and psychosocial aspects of ageing
- 4.1 Outline strategies that the older person may adopt to promote healthy lifestyle practices
- 4.2 Take into account physical changes associated with ageing when delivering services
- 4.3 Recognise and accommodate the older person's interests and life activities when delivering services
- 4.4 Assist the older person to recognise the impact physical changes associated with ageing may have on their activities of living
5. Apply understanding of changes associated with ageing
- 5.1 Take into account physical changes associated with ageing when delivering services
- 5.2 Apply knowledge of common problems associated with ageing when delivering services
- 5.3 Assist the older person to recognise the impact that changes associated with ageing may have on their activities of living
- 5.4 Communicate situations of risk or potential risk associated with ageing to the older person
6. Support the rights and interests of the older person
- 6.1 Encourage and support the older person and/or their advocate/s to be aware of their rights and responsibilities
- 6.2 Conduct work that demonstrates a commitment to access and equity principles
- 6.3 Adopt strategies to empower the older person and/or their advocate/s in regard to their service requirements
- 6.4 Provide information to the older person and/or their advocate/s to facilitate choice in their decision-making
- 6.5 Recognise and report to an appropriate person when an older person's rights are not being upheld
- 6.6 Provide services regardless of diversity of race or cultural, spiritual, or sexual preferences
- 6.7 Provide information to the older person and/or their advocate/s regarding mechanisms for lodging complaints
- 6.8 Identify indicators of elder abuse and respond appropriately in line with organisation guidelines
7. Support the older person who is experiencing loss and grief
- 7.1 Recognise signs that older person is experiencing grief and report to appropriate person
- 7.2 Use appropriate communication strategies when older person is expressing their fears and other emotions associated with loss and grief
- 7.3 Provide older person and/or their support network with information regarding relevant support services as required
8. Deliver services within a quality framework
- 8.1 Identify key aspects of the quality framework and how they link together
- 8.2 Demonstrate understanding of regulatory/ accreditation quality standards in relation to delivery of services
- 8.3 Ensure work practices reflect the organisation's policies and procedures
- 8.4 Complete documentation that feeds into the quality system
- 8.5 Participate in quality improvement activities
RANGE STATEMENT
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.
Older people may include:
Individuals living in residential aged care environments
Individuals living in the community
Prospective individuals to the service or services
Contexts may include:
Older person's own dwelling
Independent living accommodation
Residential aged care facilities
Community centres
Community/government agencies
Issues facing older people may include:
Changes that ageing may bring to:
physical processes
cognitive function (including dementia)
social interaction
role and family relationships
living arrangements
level of independence (financial, community access, self care)
Loss and grief
Family carer issues
Societal attitudes and expectations
Current philosophies of service delivery may include:
Changing societal expectations (consumerism)
Changing political context (polices and initiatives)
Changing economic context
Impact of ageing demographics
Rights may include:
Privacy
Confidentiality
Dignity
Freedom of association
Informed choice
To lodge a complaint
Right to express ideas and opinions
To an agreed standard of care
Rights are detailed in:
Legislation
Residential Care Manual
Aged Care Act
Industry and organisation service standards
Industry and organisation codes of practice and ethics
Accreditation standards
International and national charters
Organisation policy and procedure
Access and equity principles may include:
Creation of a client orientated culture
Non-discriminatory approach to all individuals using or accessing the service
Respect for individual differences
Appropriate person/s may include:
Supervisor
Member of senior management
Colleagues
Carers
Health professionals
External agencies (complaints and advocacy services and professional registering authorities)
Law enforcement officer
Report may be:
Verbal:
telephone
face-to-face
Non-verbal (written):
progress reports
case notes
incident reports
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.
Older people may include:
Individuals living in residential aged care environments
Individuals living in the community
Prospective individuals to the service or services
Contexts may include:
Older person's own dwelling
Independent living accommodation
Residential aged care facilities
Community centres
Community/government agencies
Issues facing older people may include:
Changes that ageing may bring to:
physical processes
cognitive function (including dementia)
social interaction
role and family relationships
living arrangements
level of independence (financial, community access, self care)
Loss and grief
Family carer issues
Societal attitudes and expectations
Current philosophies of service delivery may include:
Changing societal expectations (consumerism)
Changing political context (polices and initiatives)
Changing economic context
Impact of ageing demographics
Rights may include:
Privacy
Confidentiality
Dignity
Freedom of association
Informed choice
To lodge a complaint
Right to express ideas and opinions
To an agreed standard of care
Rights are detailed in:
Legislation
Residential Care Manual
Aged Care Act
Industry and organisation service standards
Industry and organisation codes of practice and ethics
Accreditation standards
International and national charters
Organisation policy and procedure
Access and equity principles may include:
Creation of a client orientated culture
Non-discriminatory approach to all individuals using or accessing the service
Respect for individual differences
Appropriate person/s may include:
Supervisor
Member of senior management
Colleagues
Carers
Health professionals
External agencies (complaints and advocacy services and professional registering authorities)
Law enforcement officer
Report may be:
Verbal:
telephone
face-to-face
Non-verbal (written):
progress reports
case notes
incident reports
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate this unit of competency:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
This unit will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions
It is recommended that assessment or information for assessment will be conducted or gathered over a period of time and cover the normal range of workplace situations and settings
Where, for reasons of safety, space, or access to equipment and resources, assessment takes place away from the workplace, the assessment environment should represent workplace conditions as closely as possible
Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:
This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged
Resources required for assessment include:
access to appropriate workplace where assessment can take place
simulation of realistic workplace setting for assessment
relevant organisation policy, protocols and procedures
Method of assessment
Observation in the workplace
Written assignments/projects
Case study and scenario analysis
Questioning
Role play simulation
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate this unit of competency:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
This unit will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions
It is recommended that assessment or information for assessment will be conducted or gathered over a period of time and cover the normal range of workplace situations and settings
Where, for reasons of safety, space, or access to equipment and resources, assessment takes place away from the workplace, the assessment environment should represent workplace conditions as closely as possible
Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:
This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged
Resources required for assessment include:
access to appropriate workplace where assessment can take place
simulation of realistic workplace setting for assessment
relevant organisation policy, protocols and procedures
Method of assessment
Observation in the workplace
Written assignments/projects
Case study and scenario analysis
Questioning
Role play simulation
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| D2202 | CHCAC318A | Work effectively with older people | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AVC91 | CHCAGE001 | Facilitate the empowerment of older people | Unit of competency |