Competencies under Module 7: Maintain a Healthy and Safe Environment

Source: TESDA


SECTION 2 COMPETENCY STANDARDS

This section gives the details of the contents of the basic, common and core units of competency required in CAREGIVING NC II.

BASIC COMPETENCIES

UNIT OF COMPETENCY : PARTICIPATE IN WORKPLACE COMMUNICATION
UNIT CODE : 500311105
UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes required to gather, interpret and convey information in response to workplace requirements.

ELEMENT PERFORMANCE CRITERIA
Italicized terms are elaborated in the Range of Variables
1. Obtain and convey workplace information 1.1 Specific and relevant information is accessed from appropriate sources
1.2 Effective questioning, active listening and speaking skills are used to gather and convey information
1.3 Appropriate medium is used to transfer information and ideas
1.4 Appropriate non-verbal communication is used
1.5 Appropriate lines of communication with supervisors and colleagues are identified and followed
1.6 Defined workplace procedures for the location and storage of information are used
1.7 Personal interaction is carried out clearly and concisely
2. Participate in workplace meetings and discussions 2.1 Team meetings are attended on time
2.2 Own opinions are clearly expressed and those of others are listened to without interruption
2.3 Meeting inputs are consistent with the meeting purpose and established protocols
2.4 Workplace interactions are conducted in a courteous manner
2.5 Questions about simple routine workplace procedures and matters concerning working conditions of employment are tasked and responded to
2.6 Meetings outcomes are interpreted and implemented
3. Complete relevant work related documents 3.1 Range of forms relating to conditions of employment are completed accurately and legibly
3.2 Workplace data are recorded on standard workplace forms and documents
3.3 Basic mathematical processes are used for routine calculations
3.4 Errors in recording information on forms/ documents are identified and properly acted upon
3.5 Reporting requirements to supervisor are completed according to organizational guidelines



RANGE OF VARIABLES

VARIABLE RANGE
1. Appropriate sources 1.1 Team members
1.2 Suppliers
1.3 Trade personnel
1.4 Local government
1.5 Industry bodies
2. Medium 2.1 Memorandum
2.2 Circular
2.3 Notice
2.4 Information discussion
2.5 Follow-up or verbal instructions
2.6 Face-to-face communication
3. Storage 3.1 Manual filing system
3.2 Computer-based filing system
4. Forms 4.1 Personnel forms, telephone message forms, safety reports
5. Workplace interactions 5.1 Face-to-face interactions
5.2 Telephone conversations
5.3 Electronic and two-way radio communication
5.4 Written communication including electronic mail, memos, instruction and forms
5.5 Non-verbal communication including gestures, signals, signs and diagrams
6. Protocols 6.1 Observing meeting
6.2 Compliance with meeting decisions
6.3 Obeying meeting instructions


EVIDENCE GUIDE

1. Critical aspects of competency Assessment requires evidence that the candidate:
1.1 Prepared written communication following standard format of the organization
1.2 Accessed information using communication equipment
1.3 Made use of relevant terms as an aid to transfer information effectively
1.4 Conveyed information effectively adopting the formal or informal communication
2. Underpinning knowledge and attitudes
2.1 Effective communication
2.2 Different modes of communication
2.3 Written communication
2.4 Organizational policies
2.5 Communication procedures and systems
2.6 Technology relevant to the enterprise and the individual’s work responsibilities
3. Underpinning skills 3.1 Follow simple spoken language
3.2 Perform routine workplace duties following simple written notices
3.3 Participate in workplace meetings and discussions
3.4 Complete work related documents
3.5 Estimate, calculate and record routine workplace measures
3.6 Basic mathematical processes of addition, subtraction, division and multiplication
3.7 Ability to relate to people of social range in the workplace
3.8 Gather and provide information in response to workplace Requirements
4. Resource implications The following resources MUST be provided:
4.1 Fax machine
4.2 Telephone
4.3 Writing materials
4.4 Internet
5. Method of assessment Competency MUST be assessed through:
5.1 Direct Observation
5.2 Oral interview and written test
6. Context of assessment 6.1 Competency may be assessed individually in the actual workplace or through accredited institution


UNIT OF COMPETENCY : WORK IN TEAM ENVIRONMENT

UNIT CODE : 500311106

UNIT DESCRIPTOR : This unit covers the skills, knowledge and attitudes to identify role and responsibility as a member of a team.

ELEMENT PERFORMANCE CRITERIA
Italicized terms are elaborated in the Range of Variables
1. Describe team role and scope 1.1 The role and objective of the team is identified from available sources of information
1.2 Team parameters, reporting relationships and responsibilities are identified from team discussions and appropriate external sources
2. Identify own role and responsibility within team 2.1 Individual role and responsibilities within the team environment are identified
2.2 Roles and responsibility of other team members are identified and recognized
2.3 Reporting relationships within team and external to team are identified
3. Work as a team member 3.1 Effective and appropriate forms of communications used and interactions undertaken with team members who contribute to known team activities and objectives
3.2 Effective and appropriate contributions made to complement team activities and objectives, based on individual skills and competencies and workplace context
3.3 Observed protocols in reporting using standard operating procedures
3.4 Contribute to the development of team work plans based on an understanding of team’s role and objectives and individual competencies of the members.


RANGE OF VARIABLES

VARIABLE RANGE
1. Role and objective of team 1.1 Work activities in a team environment with enterprise or specific sector
1.2 Limited discretion, initiative and judgment may be demonstrated on the job, either individually or in a team environment
2. Sources of information 2.1 Standard operating and/or other workplace procedures
2.2 Job procedures
2.3 Machine/equipment manufacturer’s specifications and instructions
2.4 Organizational or external personnel
2.5 Client/supplier instructions
2.6 Quality standards
2.7 OHS and environmental standards
3. Workplace context 3.1 Work procedures and practices
3.2 Conditions of work environments
3.3 Legislation and industrial agreements
3.4 Standard work practice including the storage, safe handling and disposal of chemicals
3.5 Safety, environmental, housekeeping and quality guidelines


EVIDENCE GUIDE

1. Critical aspects of competency Assessment requires evidence that the candidate:
1.1 Operated in a team to complete workplace activity
1.2 Worked effectively with others
1.3 Conveyed information in written or oral form
1.4 Selected and used appropriate workplace language
1.5 Followed designated work plan for the job
1.6 Reported outcomes
2. Underpinning knowledge and attitudes 2.1 Communication process
2.2 Team structure
2.3 Team roles
2.4 Group planning and decision making
3. Underpinning skills 3.1 Communicate appropriately, consistent with the culture of the workplace
4. Resource implications The following resources MUST be provided:
4.1 Access to relevant workplace or appropriately simulated environment where assessment can take place
4.2 Materials relevant to the proposed activity or tasks
5. Method of assessment Competency may be assessed through:
5.1 Observation of the individual member in relation to the work activities of the group
5.2 Observation of simulation and or role play involving the participation of individual member to the attainment of organizational goal
5.3. Case studies and scenarios as a basis for discussion of issues and strategies in teamwork
6. Context of assessment 6.1 Competency may be assessed in workplace or in a simulated workplace setting
6.2 Assessment shall be observed while task are being undertaken whether individually or in group





UNIT OF COMPETENCY : PRACTICE CAREER PROFESSIONALISM

UNIT CODE : 500311107

UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes in promoting career growth and advancement.

ELEMENT PERFORMANCE CRITERIA
Italicized terms are elaborated in the Range of Variables
1. Integrate personal objectives with organizational goals 1.1 Personal growth and work plans are pursued towards improving the qualifications set for the profession
1.2 Intra and interpersonal relationships are maintained in the course of managing oneself based on performance evaluation
1.3 Commitment to the organization and its goal is demonstrated in the performance of duties
2. Set and meet work priorities 2.1 Competing demands are prioritized to achieve personal, team and organizational goals and objectives.
2.2 Resources are utilized efficiently and effectively to manage work priorities and commitments
2.3 Practices along economic use and maintenance of equipment and facilities are followed as per established procedures
3. Maintain professional growth and development 3.1 Trainings and career opportunities are identified and availed of based on job requirements
3.2 Recognitions are sought/received and demonstrated as proof of career advancement
3.3 Licenses and/or certifications relevant to job and career are obtained and renewed













RANGE OF VARIABLES

VARIABLE RANGE
1. Evaluation 1.1 Performance Appraisal
1.2 Psychological Profile
1.3 Aptitude Tests
2. Resources 2.1 Human
2.2 Financial
2.3 Technology
2.3.1 Hardware
2.3.2 Software
3. Trainings and career opportunities 3.1 Participation in training programs
3.1.1 Technical
3.1.2 Supervisory
3.1.3 Managerial
3.1.4 Continuing Education
3.2 Serving as Resource Persons in conferences and workshops
4. Recognitions 4.1 Recommendations
4.2 Citations
4.3 Certificate of Appreciations
4.4 Commendations
4.5 Awards
4.6 Tangible and Intangible Rewards
5. Licenses and/or certifications 5.1 National Certificates
5.2 Certificate of Competency
5.3 Support Level Licenses
5.4 Professional Licenses


EVIDENCE GUIDE

1. Critical aspects of competency Assessment requires evidence that the candidate:
1.1 Attained job targets within key result areas (KRAs)
1.2 Maintained intra and interpersonal relationship in the course of managing oneself based on performance evaluation
1.3 Completed trainings and career opportunities which are based on the requirements of the industries
1.4 Acquired and maintained licenses and/or certifications according to the requirement of the qualification
2. Underpinning knowledge and attitudes 2.1 Work values and ethics (Code of Conduct, Code of Ethics, etc.)
2.2 Company policies
2.3 Company operations, procedures and standards
2.4 Fundamental rights at work including gender sensitivity
2.5 Personal hygiene practices
3. Underpinning skills 3.1 Appropriate practice of personal hygiene
3.2 Intra and Interpersonal skills
3.3 Communication skills
4. Resource implications The following resources MUST be provided:
4.1 Workplace or assessment location
4.2 Case studies/scenarios
5. Method of assessment Competency may be assessed through:
5.1 Portfolio Assessment
5.2 Interview
5.3 Simulation/Role-plays
5.4 Observation
5.5 Third Party Reports
5.6 Exams and Tests
6. Context of assessment 6.1 Competency may be assessed in the work place or in a simulated work place setting














UNIT OF COMPETENCY : PRACTICE OCCUPATIONAL HEALTH AND SAFETY PROCEDURES

UNIT CODE : 500311108

UNIT DESCRIPTOR : This unit covers the outcomes required to comply with regulatory and organizational requirements for occupational health and safety.

ELEMENT PERFORMANCE CRITERIA
Italicized terms are elaborated in the Range of Variables
1. Identify hazards and risks 1.1 Safety regulations and workplace safety and hazard control practices and procedures are clarified and explained based on organization procedures
1.2 Hazards/risks in the workplace and their corresponding indicators are identified to minimize or eliminate risk to co-workers, workplace and environment in accordance with organization procedures
1.3 Contingency measures during workplace accidents, fire and other emergencies are recognized and established in accordance with organization procedure
2. Evaluate hazards and risks 2.1 Terms of maximum tolerable limits which when exceeded will result in harm or damage are identified based on threshold limit values (TLV)
2.2 Effects of the hazards are determined
2.3 OHS issues and/or concerns and identified safety hazards are reported to designated personnel in accordance with workplace requirements and relevant workplace OHS legislation
3. Control hazards and risks 3.1 Occupational Health and Safety (OHS) procedures for controlling hazards/risks in workplace are consistently followed
3.2 Procedures for dealing with workplace accidents, fire and emergencies are followed in accordance with organization OHS policies
3.3 Personal protective equipment (PPE) is correctly used in accordance with organization OHS procedures and practices
3.4 Appropriate assistance is provided in the event of a workplace emergency in accordance with established organization protocol
4. Maintain OHS awareness 4.1 Emergency-related drills and trainings are participated in as per established organization guidelines and procedures
4.2 OHS personal records are completed and updated in accordance with workplace requirements



RANGE OF VARIABLES

VARIABLE RANGE
1. Safety regulations May include but are not limited to:
1.1 Clean Air Act
1.2 Building code
1.3 National Electrical and Fire Safety Codes
1.4 Waste management statutes and rules
1.5 Philippine Occupational Safety and Health Standards
1.6 DOLE regulations on safety legal requirements
1.7 ECC regulations
2. Hazards/Risks May include but are not limited to:
2.1 Physical hazards – impact, illumination, pressure, noise, vibration, temperature, radiation
2.2 Biological hazards- bacteria, viruses, plants, parasites, mites, molds, fungi, insects
2.3 Chemical hazards – dusts, fibers, mists, fumes, smoke, gases, vapors
2.4 Ergonomics
• Psychological factors – over exertion/ excessive force, awkward/static positions, fatigue, direct pressure, varying metabolic cycles
• Physiological factors – monotony, personal relationship, work out cycle
3. Contingency measures May include but are not limited to:
3.1 Evacuation
3.2 Isolation
3.3 Decontamination
3.4 (Calling designed) emergency personnel
4. PPE May include but are not limited to:
4.1 Mask
4.2 Gloves
4.3 Goggles
4.4 Hair Net/cap/bonnet
4.5 Face mask/shield
4.6 Ear muffs
4.7 Apron/Gown/coverall/jump suit
4.8 Anti-static suits
5. Emergency-related drills and training 5.1 Fire drill
5.2 Earthquake drill
5.3 Basic life support/CPR
5.4 First aid
5.5 Spillage control
5.6 Decontamination of chemical and toxic
5.7 Disaster preparedness/management
6. OHS personal records 6.1 Medical/Health records
6.2 Incident reports
6.3 Accident reports
6.4 OHS-related training completed


EVIDENCE GUIDE

1. Critical aspects of competency Assessment requires evidence that the candidate:
1.1 Explained clearly established workplace safety and hazard control practices and procedures
1.2 Identified hazards/risks in the workplace and its corresponding indicators in accordance with company procedures
1.3 Recognized contingency measures during workplace accidents, fire and other emergencies
1.4 Identified terms of maximum tolerable limits based on threshold limit value (TLV).
1.5 Followed Occupational Health and Safety (OHS) procedures for controlling hazards/risks in workplace
1.6 Used Personal Protective Equipment (PPE) in accordance with company OHS procedures and practices
1.7 Completed and updated OHS personal records in accordance with workplace requirements
2. Underpinning knowledge and attitudes 2.1 OHS procedures and practices and regulations
2.2 PPE types and uses
2.3 Personal hygiene practices
2.4 Hazards/risks identification and control
2.5 Threshold Limit Value (TLV)
2.6 OHS indicators
2.7 Organization safety and health protocol
2.8 Safety consciousness
2.9 Health consciousness
3. Underpinning skills 3.1 Practice of personal hygiene
3.2 Hazards/risks identification and control skills
3.3 Interpersonal skills
3.4 Communication skills
4. Resource implications The following resources MUST be provided:
4.1 Workplace or assessment location
4.2 OHS personal records
4.3 PPE
4.4 Health records
5. Method of assessment Competency may be assessed through:
5.1 Portfolio Assessment
5.2 Interview
5.3 Case Study/Situation
6. Context of assessment 6.1 Competency may be assessed in the work place or in a simulated work place setting




COMMON COMPETENCIES

UNIT OF COMPETENCY : IMPLEMENT AND MONITOR INFECTION CONTROL POLICIES AND PROCEDURES

UNIT CODE : HCS323201

UNIT DESCRIPTOR : This unit is concerned with infection control responsibilities of employees with supervisory accountability to implement and monitor infection control policy and procedures in a specific work unit or team within an organization. This unit does not apply to a role with organization-wide responsibilities for infection control policy and procedure development, implementation or monitoring.

ELEMENT PERFORMANCE CRITERIA
Italicized terms are elaborated in the Range of Variables
1. Provide information to the work group about the organization’s infection control policies and procedures
1.1 Relevant information about the organization’s infection control policy and procedures, and applicable industry codes of practice are accurately and clearly explained to the work group.
1.2 Information about identified hazards and the outcomes of infection risk assessments is regularly provided to the work group.
1.3 Opportunity is provided for the work group to seek further information on workplace infection control issues and practices.
2. Integrate the organization’s infection control policy and procedure into work practices 2.1 Infection control policy and procedures are implemented by supervisor and members of the work group.
2.2 Liaison is maintained with person responsible for organization-wide infection control.
2.3 The Supervisor’s coaching support ensures that individuals/teams are able to implement infection control practices.
2.4 Work procedures are adopted to reflect appropriate infection control practice.
2.5 Issues raised through consultation are dealt with and resolved promptly or referred to the appropriate personnel for resolution.
2.6 Workplace procedures for dealing with infection control risks and hazardous events are implemented whenever necessary.
2.7 Employees are encouraged to report infection risks and to improve infection control procedures.




ELEMENT PERFORMANCE CRITERIA
Italicized terms are elaborated in the Range of Variables
3. Monitor infection control performance and implement improvements in practices
3.1 Infection control hazardous events are investigated promptly to identify their cause in accordance with organization policy and procedures.
3.2 Work procedures to control infection risks are monitored to ensure compliance.
3.3 Work procedures are regularly reviewed and adjusted to ensure improvements in infection control practice.
3.4 Supervisor provides feedback to team and individuals on compliance issues, changes in work procedures and infection control outcomes.
3.5 Training in work procedures is provided as required to ensure maintenance of infection control standards.
3.6 Inadequacies in work procedures and infection control measures are identified, corrected or reported to designated personnel.
3.7 Records of infection control risks and incidents are accurately maintained as required.
3.8 Aggregate infection control information reports are used to identify hazards, to monitor an improve risk control methods and to indicate training needs.


RANGE OF VARIABLES

VARIABLE RANGE
1. Infection Control Policies and Procedures
This may include but not limited to:
1.1 Cleaning procedures and schedules
1.2 Cleaning agents
1.3 Cleaning equipment
1.4 Handling, storage and disposal of all types of waste
1.5 Food handling and food safety
1.6 Hygiene procedures
1.7 Infection control risk management
1.8 Infection control incident and hazard reporting
1.9 Sterilizing
1.10 Linen production and handling
1.11 Maintenance procedures
1.12 Storage requirements
1.13 Personal protective clothing
1.14 Work flows
1.15 Management of blood and body fluid spills
1.16 Single use of disposables
1.17 Aseptic techniques
1.18 Skin preparation procedures
1.19 Immunization
1.20 Needle stick injuries
1.21 Personal contact with infectious patients
1.22 Standard and additional precautions
1.23 Confidentiality
1.24 Employee training
1.25 Contractors
2. Industry Codes of Practice 2.1 National Health and Medical Research Council Guidelines for Infection Control
2.2 Local and National Government Guidelines and Standards
2.3 Manufacturer’s recommendations and operating manuals
3. Identified hazards and the outcomes of infection risk assessments May include but not limited to:
3.1 Sharps
3.2 Glass
3.3 Waste
3.4 Human waste and human tissues
3.5 Personal contact with infectious patients
3.6 Animals, insects and vermin
3.7 Stock, including food, which has passed “used-by” dates
3.8 Incorrect concentration of disinfectants and chemicals
3.9 Cleaning Procedures
3.10 Linen handling procedures
3.11 Work flows
3.12 Use of personal protective clothing
3.13 Food safety
3.14 Personal hygiene



VARIABLE RANGE
4. Infection Control Monitoring Procedures
4.1 Observations
4.2 Interviews
4.3 Surveys and inspections
4.4 Quality assurance activities
4.5 Review of outcomes
4.6 Data analysis
5. Designated personnel 5.1 Manager
5.2 Infection Control Coordinator
5.3 Quality Improvement Coordinator
5.4 Infection Control Committee
5.5 Occupational Health and Safety Committee
6. Aggregate infection control information 6.1 Records of needle stick injuries
6.2 Hospital-acquired infection rates
6.3 DOH healthcare standards clinical indicators
6.4 HACCP records
6.5 Hazard reports

EVIDENCE GUIDE

1. Critical aspects of competency
Assessment requires evidence that the candidate:
1.1 Communicated with team and individuals on organizational policy and procedures for infection control.
1.2 Applied infection control policies ad procedures which impact on work processes of the specific work unit.
1.3 Applied procedures for adopting appropriate infection practices within work unit.
1.4 Provided appropriate supervision of work group
2. Underpinning knowledge and attitudes 2.1 Working knowledge, consistent with the elements of competence of the organization’s applicable infection control policy and procedures and relevant industry codes of practice.
2.2 The hierarchy risk control measures from most to least preferred, that is, elimination, engineering controls, administrative control and lastly personal equipment.
2.3 Knowledge of infection risks and control measures in specific work processes.
2.4 The significance of patient confidentiality in relation to infection control.
2.5 The significance of other management systems and procedures for infection control.
2.6 Literacy levels and communication skills of work group members and consequent suitable communication techniques.
2.7 Organizational procedures for monitoring and training.
2.8 Basic understanding of communicable disease transmission.
3. Underpinning skills 3.1 Effective communication and interpersonal skills including:
- language competence
- literacy and reading competence
3.2 Negotiation
3.3 Work planning and management
3.4 Management of change of work processes
3.5 Monitoring compliance with policy and procedures
3.6 Maintain and interpret infection control records
4. Resource implications The following resources MUST be provided:
4.1 Workplace infection control and health and safety policies and procedures
4.2 Waste management procedures
4.3 Food safety procedures
4.4 Other organizational policies and procedures
4.5 Duties statements and/or job descriptions
5. Method of assessment Competency may be assessed through:
5.1 Observation
5.2 Interview
5.3 Portfolio
5.4 Demonstration with questioning
6. Context of assessment 6.1 Assessment may be done in the workplace or in a simulated workplace setting.


UNIT OF COMPETENCY : MAINTAIN HIGH STANDARDS OF PATIENT SERVICES

UNIT CODE : HCS323204

UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes required in the maintenance of high standards of patient services.

ELEMENT PERFORMANCE CRITERIA
Italicized terms are elaborated in the Range of Variables
1. Communicate appropriately with patients 1.1 Effective communication strategies and techniques are identified and used to achieve best patient service outcomes.
1.2 Complaints are responded to in accordance with organizational policy to ensure best service to patients.
1.3 Complaints are dealt with in accordance with established procedures.
1.4 Interpreter services are accessed as required.
1.5 Action is taken to resolve conflicts either directly, where a positive outcome can be immediately achieved, or by referral to the appropriate personnel.
1.6 Participation in work team is constructive and collaborative and demonstrates an understanding of own role.
2. Establish and maintain good interpersonal relationship with patients 2.1 Rapport is established to ensure the service is appropriate to and in the best interests of patients.
2.2 Effective listening skills are used to ensure a high level of effective communication and quality of service.
2.3 Patient concerns and needs are correctly identified and responded to responsibility and accordingly established procedures and guidelines.
2.4 Effectiveness of interpersonal interaction is consistently monitored and evaluated to ensure best patient service outcomes.
3. Act in a respectful manner at all times 3.1 Respect for differences is positively, actively and consistently demonstrated in all work.
3.2 Confidentiality and privacy of patients is maintained.
3.3 Courtesy is demonstrated in all interactions with patients, visitors, carers and family.
3.4 Assistance with the care of patients with challenging behaviors is provided in accordance with established procedures.
3.5 Techniques are used to manage and minimize aggression.


ELEMENT PERFORMANCE CRITERIA
Italicized terms are elaborated in the Range of Variables
4. Evaluate own work to maintain a high standard of patient service 4.1 Advice and assistance is received or sought from appropriate sources on own performance.
4.2 Own work is adjusted, incorporating recommendations that address performance issues, to maintain the agreed standard of patient support.

RANGE OF VARIABLES

VARIABLE RANGE
1. Patients

This may include but not limited to:
1.1 Patients

1.2 Prospective patients to the service/s

1.3 Patient may be in contact with the institution through appropriate health care personnel and professionals or other advocates or agencies
2. Others with whom interaction is required in regard to patient services 2.1 Other staff and team members

2.2 Service units or departments

2.3 Family members, carers and friends of patients

2.4 Professional representatives or agents of patients such as:
- Medical specialists
- Nurses
- Social workers
- Dietitians
- Therapists
- Allied health professionals
- Volunteers
- Teachers and/or spiritual
- Community

2.5 General Public
3. Communication 3.1 English/Tagalog/Vernacular

3.2 Sign language

3.3 Through an interpreter

3.4 Community language as required by the service/organization

4. Modes of communication 4.1 Continuing interaction with patients and clients

4.2 Verbal conversations either in person or via telephone

4.3 Written notes by post or electronic media

4.4 Worker, family member friend or professional interpreter who has relevant languages
5. Respect for difference 5.1 Physical

5.2 Cognitive/mental or intellectual issues that may impact on communication


VARIABLE RANGE


5.3 Cultural and ethnic

5.4 Religious/spiritual

5.1 Social

5.2 Age

5.3 Language literacy and numeracy abilities

5.4 Sexuality and sexual preference
6. Confidentiality and privacy of patients 6.1 Fees

6.2 Health fund entitlements

6.3 Welfare entitlements

6.4 Payment methods and records

6.5 Public environments

6.6 Legal and ethical requirements

6.7 Writing details (i.e. medical and consent forms)

6.8 Conversations on the telephone

6.9 Secure location for written records

6.10 Offering a private location for discussions

6.11 Information disclosed to an appropriate person consistent with one’s level of responsibility
7. Performance monitoring 7.1 Self-monitoring

7.2 Supervisor assessment

7.3 Patient feedback

EVIDENCE GUIDE

1. Critical aspects of competency Assessment requires evidence that the candidate:
1.1 Communicated appropriately with patients
1.2 Handled complaints and resolved conflict, or referred matters to supervisors when required.
1.3 Complied with relevant policies, protocols, guidelines and procedures of the organization.
1.4 Established and maintained good interpersonal relationship with patients
1.5 Demonstrated courtesy in all interactions with patients, their visitors and family.
2. Underpinning knowledge and attitudes 2.1 Roles and responsibilities of self and other workers within the organization
2.2 When client/patient issues need to be referred to an appropriate health professional
2.3 Organizational policies and procedures for privacy and confidentiality of information provided by patients and others
2.4 Knowledge of cultures relevant to the particular service
2.5 Institutional policy on patient rights and responsibilities
3. Underpinning skills 3.1 Establishing and maintaining relationships taking into account individual differences
3.2 Using effective listening techniques
3.3 Using appropriate verbal and non verbal communication styles
3.4 Ability to interpret and follow the instructions and guidance of health professionals involved with the care of patients/clients
3.5 Oral and written communication
3.6 Problem solving skills required include the ability to use available resources and prioritize workload
3.1 Ability to deal with conflict
3.2 Ability to work with others and display empathy with patient and relatives
4. Resource implications The following resources MUST be provided:
4.1 Access to relevant workplace or appropriately simulated environment where assessment can take place.
4.2 Relevant government and organizational policy, guidelines, procedures and protocols.
4.3 Any relevant legislation in relation to service delivery.
5. Method of assessment Competency may be assessed through:
5.1 Demonstration with questioning
5.2 Interview
5.3 Third Party Report
6. Context of assessment 6.1 Assessment may be done in a simulated workplace setting.


UNIT OF COMPETENCY : MAINTAIN A HEALTHY AND SAFE ENVIRONMENT

UNIT CODE : HCS323307

UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes required to maintain various aspects in home maintenance taking into consideration health and safety environment.

ELEMENT PERFORMANCE CRITERIA
Italicized terms are elaborated in the Range of Variables
1. Maintain a clean and hygienic environment 1.1 Cleaning occurs as an ongoing process as per regulations.
1.2 Appropriate cleaning agents, tools and equipment are used in accordance with established procedures.
1.3 Infection control procedures are followed according to established procedures.
1.4 Ventilation, lighting and heating/cooling are adequately maintained.
1.5 Personal hygiene/health procedures are adhered to at all times.
1.6 Beds and beddings are cleaned to conform to health, hygiene and safety requirements as relevant.
2. Provide a safe environment 2.1 Organizational policies and procedures on safety are implemented as required.
2.2 Environment protection policy is implemented.
2.3 Tools, equipment, toys and games are appropriate to the age of the child.
2.4 Equipment is selected, checked and maintained to ensure safety.
2.5 The environment is set up to ensure safety of the client.
2.6 Area is checked for hazards and risks reduction strategies are implemented
2.7 Fire exits are kept unobstructed
2.8 Disposal of waste materials is conducted in a safe and hygienic way
2.9 Cleaning materials are stored safely
3. Supervise the safety of clients 3.1 Clients are supervised in accordance with legal requirements and regulations.
3.2 Rules for safe play are explained, modeled and implemented.
3.3 Direct contact with individuals/group is maintained.
3.4 Potential risks are identified and acted upon to prevent/minimize risks.
3.4 Hazards and potential hazards in the environment are identified and clients are informed accordingly.
3.5 Emergencies and evacuation procedures are discussed and practiced with clients.
3.6 Supervision is used as an opportunity to interact with clients.


RANGE OF VARIABLES

VARIABLE RANGE
1. Tools and equipment 1.1 Cleaning materials (e.g. detergent soap, brush, broom, mop, rags, glass wiper)
1.2 Vacuum Cleaner
1.3 Play area with appropriate toys and padding
2. Legal requirements and regulations regarding supervision 2.1 Staff/children ratios
2.2 Babies are never left unattended in the bath or on change table
3. Cleaning 3.1 Disinfecting nappy change areas
3.2 Washing floor
3.3 Vacuuming
3.4 Disinfecting toilet areas
4. Disposal of waste materials 4.1 Nappies
4.2 Soiled tissues/wipes
4.3 Alternative Method for rest e.g. Hammocks
5. Organizational procedures implemented for safety 5.1 Legal/legislative requirements
5.2 Organizational policies regarding excursions
6. Checking area for hazards may include checking for: 6.1 Needles/sharp implements in outdoor areas
6.2 Animal droppings in outdoor areas
7. Maintaining direct contact with
child will vary according to: 7.1 Child’s age
7.2 Child’s level of independence/dependence
7.3 Child’s safety/risk taking behaviors
7.4 Activity child is involved in
7.5 Ability of child
8. Contact can include: 8.1 Sight
8.2 Sound
8.3 Glass viewing windows
8.4 Line of Sight
8.5 Within physical reach
9. Potential risk may be: 9.1 Babies learning to eat solid foods
9.2 Children learning new skills such as walking, balancing
9.3 Particular “combinations” of children playing together
9.4 Babies going to sleep with a bottle
9.5 Risk of dehydration on very hot days
9.6 SIDS
9.7 When children are attempting an activity that may be beyond their previous ability
10. Rules for safe play 10.1 Use of equipment
10.2 How children play together
11. Providing a safe environment and risk reduction strategies will vary according to whether the location is: 11.1 A purpose designed and built center
11.2 Non purpose built center
11.3 A home
11.4 Appropriate for the age range of children
12. Hazards may be identified to children in a range of ways: 12.1 Verbally
12.2 By signs
12.3 By symbols
13. Risk reduction/strategies 13.1 Gates on stairs
13.2 Covers on electrical sockets
13.3 Removal/locking away of dangerous substances
13.4 Close supervision of any children in kitchens
13.5 Fences and gates, locking mechanisms
13.6 Out of bounds areas
13.7 Vacuuming/sweeping floors to remove small dangerous objects
13.8 Particularly close supervision in some areas
13.9 Placing babies/infants to sleep in positions recommended for prevention of SIDS


EVIDENCE GUIDE

1. Critical aspects of competency Assessment requires evidence that the candidate:
1.1 Demonstrated ability to provide a clean and safe environment for children
1.2 Observed personal hygiene/health procedures
1.3 Implemented environment protection policy
1.4 Explained and implemented rules for safe play
1.5 Identified potential risks and hazards and explained to clients
1.6 Discussed and practiced with clients the emergencies and evacuation procedures.
2. Underpinning knowledge and attitudes
2.1 Up to date knowledge of regulations are understood
2.2 Regulations on safety, health and hygiene
2.3 Potential hazards to children
2.4 Hazards of traffic for children
2.5 Risk minimization strategies and risk reduction strategies
2.6 The spread of infectious diseases and cross infection
2.7 Strategies to minimize the spread of infectious diseases
2.8 Developmental stage
2.9 Appropriate toys and equipment – safety and risks
2.10 Legal requirements for supervision including worker and child ratios
2.11 Organizational standards, policies and procedures
2.11 Hazards in the home environment
3. Underpinning skills 3.1 Risk minimization strategies and risk reduction strategies
3.2 Strategies to minimize the spread of infectious diseases
3.3 Interpersonal safe use of equipment and materials
4. Resource implications The following resources MUST be provided:
4.1 A childcare workplace
4.2 Facilities, equipment, supplies and materials relevant to the unit of competency
5. Method of assessment Competency MUST be assessed through:
5.1 Demonstration with questioning
5.2 Interview
6. Context of assessment 6.1 This unit could be assessed either in the workplace or in a simulated workplace setting.

TRAINING REGULATIONS FOR CAREGIVING NC II

Source: TESDA Philippines

SECTION 1 CAREGIVING NC II QUALIFICATION

The CAREGIVING NC II Qualification consists of competencies that a person must achieve to provide care and support to infants/toddlers, provide care and support to children, foster social, intellectual, creative and emotional development of children, foster the physical development of children, provide care and support to elderly, provide care and support to people with special needs, maintain healthy and safe environment, respond to emergency, clean living room, dining room, bedrooms, toilet and bathroom, wash and iron clothes, linen, fabric, prepare hot and cold meals.

The Units of Competency comprising this Qualification include the following:

UNIT CODE	BASIC COMPETENCIES
500311105	Participate in workplace communication
500311106	Work in a team environment
500311107	Practice career professionalism
500311108	Practice occupational health and safety procedures

UNIT CODE	COMMON COMPETENCIES
HCS323201	Implement and monitor infection control policies and procedures
HCS323202	Respond effectively to difficult/challenging behavior
HCS323203	Apply basic first aid
HCS323204	Maintain high standard of patient services

UNIT CODE	CORE COMPETENCIES
HCS323301	Provide care and support to infants/toddlers
HCS323302	Provide care and support to children
HCS323303	Foster social, intellectual, creative and emotional development of children
HCS323304	Foster the physical development of children
HCS323305	Provide care and support to elderly
HCS323306	Provide care and support to people with special needs
HCS323307	Maintain healthy and safe environment
HCS323308	Respond to emergency
HCS323309	Clean living room, dining room, bedrooms, toilet and bathroom
HCS323310	Wash and iron clothes, linen and fabric
HCS323311	Prepare hot and cold meals

A person who has achieved this Qualification is competent to be a:

q Caregiver of an infant / toddler

q Caregiver of a child

q Caregiver of an elderly

q Caregiver of people with special needs

Rules of Safe Play

Source:

http://www.kidsafewa.com.au/safeplay.html

Safe Play

Enthusiasm on gaining access to new play areas and equipment can often lead to injuries. When young children start at a new school or visit a park with friends, they may have access to equipment that poses more challenges. It is important for children to learn to play responsibly, however active adult supervision is essential. There is no substitute for supervision.

Teach children to use play areas and play equipment safely and to play suitable games. Let them think up a set of rules that they will agree to accept. Always stress why certain behaviours are inappropriate.

Safe Play Rules

• Always supervise your child
• Use equipment safely and sensibly
• Take turns on the equipment
• Share with others and wait your turn to use equipment
• Play gently without violence - pushing and pulling can cause falls
• Respect the needs of others
• Play fairly and include others
• Proper footwear and clothing to be worn while using play equipment; no loose clothing or hats with cords attached to prevent the risk of entrapment or strangulation
• Use equipment for its intended use
• Always tell an adult if you see anything wrong or damaged with the play equipment

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Safety Tips

• Play away from cars
• Report damaged or broken equipment
• Look after friends, especially little friends
• Be aware of other children playing, particularly near swings or other moving pieces of equipment
• Make sure your child is not wearing clothing or hats with cords attached that could cause entrapment or strangulation if caught in equipment
• Rough games should be played where the ground is soft and there is nothing hard to fall on
• Ball games need lots of space
• Chasing games are better played away from other people and buildings
• Quiet games and boisterous games don't really mix
• Try not to spoil someone else's game with your own
• Protect children from the sun with appropriate clothes, hat and sunscreen

Benefits of Play

Play is a vital part of childhood and growing up.

Play provides opportunities for children to:

• Learn about themselves, others and the environment
• Stimulate their imagination and satisfy their curiosity
• Generate rules appropriate to a variety of situations
• Appreciate safety as part of their play experience
• Be challenged to extend and enhance their present abilities
• Develop logical thinking processes
• Develop and refine their social skills
• Experience enjoyment, success and build self esteem
• Experience creative and dramatic play
• Be able to interact with adults in their play area
• Be a confident leader, individual or team member

Through play, children develop physical, cognitive, social, and emotional skills. To provide children with this learning environment a play space should incorporate areas for active, free, quiet, social, imaginative, creative, exploratory and natural play. This will allow children to learn while using their imagination. By inviting a child to use their initiative and explore possibilities we are providing them with the best opportunities to learn. Remember your own childhood. Where was your favourite place to play?

‘Get down on your hands & knees and view the environment from a child’s perspective.’ (Miers,1992).

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Types of Play

Active & Free Play Areas
These include open grassed areas for running, informal ball games as well as sloped areas for rolling. Do you remember how much fun it was to run down a grassy slope with your arms outstretched feeling the wind on your face? These open spaces encourage spontaneous play and often appeal to older age groups.

Quiet Areas
Quiet areas allow the child to be alone for reading, observing and interacting with the environment; this in turn can support emotional development. A great variety of trees, shrubs and ground cover will provide scents, textures, forms, colours and sound to provide the infrastructure for imaginative and creative play.

Social Play Areas
These include cubbies, shops and amphitheatres that encourage children to ask questions, develop language, laugh, cooperate, take turns and build self esteem.

Imaginative, Creative, Exploratory and Natural Play Areas These areas are often the most neglected form in children’s play spaces. They can be inexpensive, requiring some imagination on your part as well as a lot of commitment and enthusiasm. Plantings can provide scents, textures, forms, colours and wildlife in your play space. Think about sensibly arranged smooth rocks and logs and sound using wind chimes/socks etc. The natural play environment provides not only a setting for quality play but also offers diversity for a child’s developmental needs.

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Safe Play

Source:

http://www1.agric.gov.ab.ca/$department/deptdocs.nsf/All/aet12184

Safe Play Area Selection

By designating a “hazard-free” play area and making it fun, you remove children from the work environment while allowing them to develop a sense of their own place of belonging on the farm. Your safe play area should be carefully planned in a designated location with clear boundaries and limited exposure to hazards.

Keep in mind that children need a reason to stay in the boundaries. By providing changing play opportunities and equipment appropriate for their age, you make the area more appealing. If hazardous areas are more attractive than the play area, it will be difficult to keep children there.

A safe play area should:

• Be separate from traffic and work areas, away from livestock, machinery, driveways and buildings.
• Have easily identifiable boundaries (fences, gates or shrubs).
• Be away from loud noises.
• Be away from drowning hazards, including dugouts, ponds and rain barrels.
• Be within easy sight and sound of a responsible adult, such as in view from a back window.
• Be free from dangerous debris and broken or unsafe equipment.
• Be adequately shaded from the sun and sheltered from wind, dust or hazardous airborne particles.
• Provide enough room to run and explore.
• Be close to first aid, hand-washing and toilet facilities.
• Be located where there are minimal natural hazards (such as prickly or poisonous plants, sharp rocks, insect nests, mice, ticks or other critters).
• Provide a barrier to separate children from farm animals.
• Contain safe and age-appropriate play equipment, such as a sandbox, swings and playhouse.

Pick the Right Equipment

Select play equipment appropriate for the ages of your children, and be prepared to make changes as they age. Older children need wider boundaries (to play ball or hide-and-seek, for example).

Equipment should be constructed from materials free of lead-based paint and wood treated with creosote and chromated copper arsenate. It should be smooth to avoid wood or metal slivers, and should not absorb excessive heat from sun exposure.

As you set up the area, watch for and remove hazards that could cause pinching, crushing, shearing, and cutting. Be sure you space the equipment correctly to create a minimum risk of injury. Prevent entrapment hazards – small spaces 3½” to 9" where children can get stuck.

Select an appropriate ground material at an appropriate depth to cushion a fall. Finally, ensure the equipment is securely anchored to prevent overturns that can crush a child.

Dressed for Success

Properly clothe children for play. They should wear boots or shoes that do not have long laces, along with clothing that covers the body – jeans, longsleeved shirts and hats. Beware of the easily overlooked hazard overhead – the sun! One serious childhood sunburn doubles the chances of developing skin cancer later in life. To prevent sun exposure, insist on sunscreen use for exposed skin and buy protective sunglasses that they will wear.
Remember the sun is strongest between 10 a.m. and 4 p.m.

Play by the Rules

Once you’ve set up your safe play area, you need to set limits for its use. Everyone working on the farm needs to know where the play area is located and what the rules for use are. Post them on a sign and explain them to visitors ahead of time.

The rules of play should be designed for safety, and primary among them is the need for children to stay within the identified boundaries of the play area. Remind children about the boundaries often, and enforce consequences consistently if boundaries are breached or safety rules are broken.

It’s also important for you to provide close supervision at all times, especially for young children who may put themselves in danger when they encounter unexpected situations (such as an uncovered well, a mother animal
with babies, or dangerous trash scattered after a windstorm).

Since not every incident can be predicted and avoided ahead of time, take a first aid course – for the safety of everyone on the farm. Knowing how to respond on the scene of a farm accident could mean the difference between life and death.

Getting to Know You

Children:

• are curious.
• have a short attention span.
• do not easily remember rules.
• depend on adults to protect them.
• cannot fully understand the risks or consequences of serious injury.
• develop at different rates and have different interests.

Parents:

• over-estimate their children’s ability to understand concepts.
• under-estimate the risk of disease and injury associated with routine farm tasks.
• want to start teaching children about farming at a young age.
• sometimes believe the benefits of being on a farm outweigh the risks.
• judge their neighbours’ unsafe practices more objectively than their own.
• often assume injuries will happen on someone else’s farm.
• may lose sight of children when busy.
• sometimes justify unsafe shortcuts to save time.
• may allow an unsafe activity “just once” because it is “fun.”

Six Steps to a Safe Play Area

1. Pick a site that provides maximum play options with minimum hazard exposure.
2. Sketch the ideal play area for the site, considering ways to promote different kinds of play, including: swinging, climbing, riding and imaginative activity. Allow space to modify for the children’s growth.
3. Collect necessary materials (make, buy or adapt for different play activities).
4. Build the area, including appropriate ground cover, borders, fences and gates.
5. Make safety rules, explain them and post signs.
6. Maintain and improve the area regularly.

For Batch 0901

Pls review cover to cover and read chap3,4,5 and 11 of the health care waste mgt manual posted here...thanks!

Health Care Waste Management

Source: Department of Health
www.pcij.org/blog/wp-docs/hcwm.pdf

Pls click this: Health Care Waste Management Manual