CHCCOM005 Learner Guide

LEARNER GUIDE
CHCCOM005
Communicate and work in health or community
services
CHCCOM005 - Communicate and work in health or community services| Learner guide
Version Control
Unit code Document version Release date Comments/actions
CHCCOM005 1.0 24.08.2020 First edition
CHCCOM005 2.0 04.04.2023 Second edition
Copyright
Copyright ©2022 by CAQA Resources.
Copyright protects this material. No part of this publication may be reproduced,

distributed, or transmitted in any form or by any means, including photocopying,
recording, or other electronic or mechanical methods, without the prior written permission
of the publisher, except in the case of brief quotations embodied in critical reviews and
certain other non-commercial uses permitted by Copyright Act 1968 (Cth). For permission
requests, write to the publisher, addressed “Attention: Permissions Coordinator,” at the
address below.
Enquiries should be addressed to:

CAQA Resources
2/10 Lawn Ct
Craigieburn, Victoria – 3064
Australia
www.caqaresources.com.au
Disclaimer
Although the author and publisher have made every effort to ensure that the information
in this book was correct at press time, the author and publisher do not assume and hereby
disclaim any liability to any party for any direct, indirect, incidental, or consequential loss,
damage, or disruption caused by errors or omissions, whether such errors or omissions
result from negligence, accident, or any other cause. Data and case study examples are
intended to be fictional. Any resemblance to real persons or organisations is coincidental.
If you believe that information of any kind in this publication is an infringement of

copyright in the material in which you either own the copyright or are authorised to
exercise the rights of a copyright owner, then please advise us by contacting CAQA
Resources, 2/10 Lawn Ct, Craigieburn, Victoria - 3064 or email
copyright@careercalling.com.au.
Acknowledgement
This remains the property of CAQA Resources, a Career Calling initiative.
Table of Content
Career Calling International (CAQA Resources) Page | 1

s
Table of Contents..................................................................................................2
Introduction..........................................................................................................4
CHAPTER 1: COMMUNICATE EFFECTIVELY WITH PEOPLE......................................5
1.1 Use verbal and non-verbal communication to enhance understanding and
demonstrate respect......................................................................................9
1.2 Communicate service information in a manner that is clear and easily understood 17
1.3 Confirm the person’s understanding...............................................................20
1.4 Listen to requests, clarify meaning and respond appropriately...........................22
1.5 Exchange information clearly in a timely manner and within confidentiality
procedures.................................................................................................24
CHAPTER 2: COLLABORATE WITH COLLEAGUES..................................................28
2.1 Listen to, clarify and agree timeframes for carrying out workplace instructions.....30
2.2 Identify lines of communication between organisation and other services............32
2.3 Use industry terminology correctly in verbal, written and digital communications..34
2.4 Follow communication protocols that apply to interactions with different people and
lines of authority.........................................................................................35
CHAPTER 3: ADDRESS CONSTRAINTS TO COMMUNICATION...............................39
3.1 Identify early signs of potentially complicated or difficult situations and report
according to organisation procedures.............................................................42
3.2 Identify actual constraints to effective communication and resolve using appropriate
communication strategies and techniques.......................................................44
3.3 Use communication skills to avoid, defuse and resolve conflict situations.............47
CHAPTER 4: REPORT PROBLEMS TO SUPERVISOR...............................................50
4.1 Comply with legal and ethical responsibilities and discuss difficulties with supervisor
................................................................................................................53
4.2 Refer any breach or non-adherence to standard procedures or adverse event to
appropriate people......................................................................................61
4.3 Refer issues impacting on achievement of employee, employer and/or client rights
and responsibilities......................................................................................64
4.4 Refer unresolved conflict situations to supervisor.............................................66
CHAPTER 5: COMPLETE WORKPLACE CORRESPONDENCE AND DOCUMENTATION
...........................................................................................................................68
5.1 Complete documentation according to legal requirement and organisation
procedures.................................................................................................72
5.2 Read workplace documents relating to role and clarify understanding with
supervisor..................................................................................................74
5.3 Complete written and electronic workplace documents to organisation standards. 77
5.4 Follow organisation communication policies and procedures for using digital media
................................................................................................................79
5.5 Use clear, accurate and objective language when documenting events................82
CHAPTER 6: CONTRIBUTE TO CONTINUOUS IMPROVEMENT................................84
6.1 Contribute to identifying and voicing improvements in work practices.................86
6.2 Promote and model changes to improved work practices and procedures in
accordance with organisation requirements.....................................................87
6.3 Seek feedback and advice from appropriate people on areas for skill and knowledge
development...............................................................................................88
6.4 Consult with manager regarding options for accessing skill development
opportunities and initiate action.....................................................................90
CHAPTER 7: STRUCTURE, FUNCTION AND INTERRELATIONSHIPS BETWEEN
DIFFERENT PARTS OF THE HEALTH AND COMMUNITY SERVICE SYSTEM.............92
7.1 Structure function and interrelationships between different part of the health and
community service system............................................................................94
7.2 Different models to support optimum client service..........................................99

Knowledge Evidence Compliance......................................................................104

Introduction
This unit describes the skills and knowledge required to communicate effectively with
clients, colleagues, management, and other industry providers.
This unit applies to a range of health and community service contexts where workers may
communicate face-to-face, in writing or using digital media and work with limited
responsibility under direct or indirect supervision.
The skills in this unit must be applied in accordance with Commonwealth and
State/Territory legislation, Australian/New Zealand standards and industry codes of
practice.
What will I learn?

This learning guide will provide you the skills and knowledge required to:
1. Communicate effectively with people

2. Collaborate with colleagues
3. Address constraints to communication
4. Report problems to supervisor
5. Complete workplace correspondence and documentation
6. Contribute to continuous improvement

CHAPTER 1: COMMUNICATE EFFECTIVELY

WITH PEOPLE

Effective communication is as critical to working effectively and competently. Effective

communication is what differentiates a person with communication issues from someone
who develops strong relationships including trust and confidence.
Few people are natural communicators; many of us need time and practice to develop the
skills required to communicate effectively. Regardless of whether we are natural
communicators or not, we must follow organisational guidelines and legislative
requirements to communicate effectively, competently, and capably in the workplace.
Working in health or community services, requires effective communication skills. You

need to understand the personal needs and requirements of the clients, liaise with friends
and relatives of the clients, communicate with colleagues, participate in briefs and
meetings, write relevant documentation and report to management and other
stakeholders.
To communicate effectively, we need to:
 Demonstrate good listening skills

 Communicate in clear language when writing
 Demonstrate empathy, respect, and patience
 Stay focused and speak with direction
 Act professionally at all times
 Ask for clarification if a message is not clearly received or your you are not
understanding
Effective communication:
Eliminates misunderstandings
Creates less misunderstandings for all parties involved
Encourages a healthy and trustful work environment
Helps in providing better services to clients
Ensures work is done quickly and professionally

Work in health or community services
There are many different job roles in the health and community services industry where
you may find employment, for example:
Care workers assist people in maintaining their independence and stay in their home
instead of having to move to a care facility. Examples of tasks that a home or personal
care worker may be asked to complete can be:
 Vacuuming and mopping, cleaning of bathroom and toilet, kitchen, washing and drying
dishes
 Changing bed linen and making beds
 Washing, hanging out and ironing clothes
 Grocery shopping, preparing, and serving meals
 Assisting with bathing, grooming, and getting dressed
 Administering oral and topical medication under the supervision of medical personnel
 Providing mental and emotional support
 Organising recreational activities for the client
 Collaborating with other health and community services workers and professionals to
provide best possible care for the client
A respite care worker provides an opportunity for the person being cared for to have a
break or an outing without their usual primary caregiver.

What will I learn?

In this chapter, you will learn about the following:
1. Use verbal and non-verbal communication to enhance understanding

and demonstrate respect
2. Communicate service information in a manner that is clear and easily
understood
3. Confirm the person’s understanding
4. Listen to requests, clarify meaning and respond appropriately
5. Exchange information clearly in a timely manner and within
confidentiality procedures.

1.1 Use verbal and non-verbal communication to

enhance understanding and demonstrate respect
Our ancestors grouped together and chased and collected food as a team. This required
verbal and non-verbal communication. They were dependent on each other for protection,
gathering food and fulfilling other social, physical, psychological, and emotional needs.
Verbal and non-verbal communication has always played a significant role in our success
as a species. As a human species, we rely upon our capacity on communication, both
verbally and non-verbally to interact effectively with others.
Our communication mediums help us to:
 develop our connections with others
 develop and maintain interpersonal relationships, and
 assists us with our physical and psychological wellbeing
The main components of a communication process are:
 The sender or source: the person who wants to convey a message
 The message: the information that is sent by the source
 The channel or mode of communication: the media that is used to transfer the
message
 The receiver: the person or group of people that receive the information
 Feedback: the response to the message that has been communicated.

Effective communication models
A model is a thing used to follow or imitate. Models of communication provide inputs for
setting a standard communication system and ensuring effective communication in an
organisation. Models of communication explain the human communication process.
 One-way communication model
Also known as the linear model of communication as it occurs in a straight line from
sender to receiver and serves to inform, persuade, or command. In this type of
communication, information is only transmitted from one point to another or to many
points at a single point of time. Examples of one-way communication is the information
transmitted through radio and TV.
 Transactional communication model
‘Transactional’ simply means the exchange or interaction between people. It is based on

the basic premises of ‘exchange’ or ‘give and take’. The transactional model of
communication refers to the exchange of messages or information between the sender and
the receiver where each take turns to send or receive messages.
 Interactive communication model
In the interactive communication model exchange of ideas and messages takes place both
ways from sender to receiver and vice versa. The communication process can occur
between humans or machines in both verbal and non-verbal ways. The sender channels a
message to the receiver and the receiver then becomes the sender and channels a
message to the original sender. The internet, social media, interactive marketing. ATMs,
online shopping, and chat room are examples of interactive communication model.
Modes of communication
 Nonverbal communication
Nonverbal communication incorporates any correspondence including signals, gestures,

eye contact, facial expressions and posture, and outward appearances. The
correspondence we use to express our happiness or dissatisfaction, demonstrate anger, or
hate without using a spoken word, our ways of handling things and coming across to
people, our facial expressions, are all types of nonverbal communication.
Our expressions when we meet and greet a client or get directions of work from our
manager, gives endless clues, about our present mental situation and our thoughts about
the situation and the person.
Another example is when we do a firm handshake or a warm embrace with someone. The
sound of our voice, including pitch, tone and volume are also types of non-verbal
correspondence. The importance of somebody's words is frequently forgotten but not the
tone of voice, facial expression, or body language when it is used for mockery, humiliation
or as a joke. The clothes we wear and the way we plan and live our lives are additional
types of non-verbal correspondence that often shape individuals' judgments about each
other, paying little to no thought to regardless of whether the judgements are valid.

Think about professional associations and connections that begin with giving respect and
establishing trust with each other. An energetic professional handshake tends to be more
compelling than a well-thought-out considered speech.
We can strengthen, negate, substitute, supplement or emphasise our verbal

correspondence with non-verbal signals, for example by using gestures, facial expressions
and patterns of stress and intonation using words. Not looking someone in the eye or
merely avoiding any eye contact conveys a very different meaning irrespective of the
ability to select the best words to communicate thoughts and feelings. Similarly, a brilliant
professional smile when dealing with clients can demonstrate the truthfulness of our words
and actions.
 Verbal communication
When we speak, we are communicating much more than just the content of our words. We
are also using pitch and tone, as well as the level of formality we use to convey important
subtext to the person we are speaking with. By carefully choosing how we use each of
these aspects, we can be sure that our message is received exactly as intended. From
greeting people to leading a meeting, verbal communication factors, matter in a massive
way.
Basic verbal communication skills include skills in listening and speaking. Listening is much
more than simply hearing. It requires motivation to take in what others are saying and
being sensitive to their speech patterns and the speed, and intonation of their speech.
Listening skills can develop by being attentive and alert to others involved in the
communication. Speaking skills are much more than simply talking. It requires the speaker
to be attuned to how the speaking is being taken in by the listeners. If possible, it may
involve interpreting body language and other signs of engagement, boredom, or
incomprehensibility of the speech. As individual skills and collectively, grammar, speed and
pronunciation are all important for verbal communication. Grammar patterns are essential
structures that carry meaning, and they need to be accurate, familiar, and comprehensible
to the listener. Speed is critical such that the listener must be able to understand what the
speaker is saying. That entails intonation and fluency in a manner that is clear to the
audience, not too fast and not too slow. Pronunciation is important because that is what
the listener's ears take in. If the pronunciation is incorrect or difficult, meaning gets lost.
The relation between verbal and non-verbal communication skills
Verbal correspondence exists together with non-verbal correspondence, which can

influence individuals' observations, actions, and practices. Non-verbal correspondence
incorporates non-verbal communication, for example, gestures, outward appearances, eye
contact and other mediums of interaction.
Verbal correspondence is healthy and fruitful if the people involved are good listeners.
Listening is just not only hearing; it requires you to put yourself in the other person's
shoes and forces you to see the world from their point of view. The age-old saying "think
before you speak" is perfectly accurate as you can collect ideas, process your thoughts,
and find a better medium to communicate your message. Providing other individuals with
the opportunity to contribute, correct you where you misunderstood, and request a
different method of communication are critical factors for a successful relationship. Always
allow time for reflection on how you have managed a situation and think about ways to
manage the situation better should it occur again.
Focusing on other people's non-verbal signs, outward appearances, facial expressions, and
being aware of your very own personality and sentiments helps when communicating.
Recording yourself may help you understand and reflect on how you are communicating
verbally and non-verbally. Are your expressions coordinated with your words, or are they
giving a different meaning to your words? Tracking what we say and how we are saying it
is the initial step to successful communication.
The capacity to instigate change based on the feedback that you collect or receive is the
first step to developing strong verbal and non-verbal communication skills.
Communication techniques
Communication techniques are tools that can help us better understand people and
situations. They can help us overcome diversities, build trust, and respect, and create
conditions for sharing creative ideas and solving problems.
The difference between motivational interviewing and a coercive approach in

communication.
Motivational interviewing
Motivational interviewing is a counselling approach to communication. It is a directive,
client-centred counselling style for prompting behaviour change by helping the client
explore and resolve uncertainty. The five principles of motivational interviewing styles
are: expressing sympathy, avoiding argumentation, rolling with resistance, developing
discrepancy, and supporting self-efficacy (an individual’s belief in their capacity to act in
the ways necessary to reach specific goals).
Coercive approach
Coercive approach in communication involves forcing a person to do something, such as
change a behaviour. A coercive approach is often less effective than a motivational
approach because the motivation is external. Coercive communication often involves the
use of physical or moral force to compel a person to do something or abstain from doing
something and depriving the person of using their will.
More communication techniques
Open ended questions, affirmation, reflective listening, and summaries are a few basic
communication techniques tools used for these purposes.
 Open ended questions
Open ended questions invite others to “tell their story” in their own words without leading
them in a specific direction. When asking open ended questions, you must be willing to
listen to the person’s response. Open ended questions are the opposite of closed
questions. Closed questions typically elicit a limited response such as “yes” or “no.”
The following examples contrast open vs. closed questions. Note how the topic is the
same, but the responses will be very different:
 Do you have a good relationship with your children?

 What can you tell me about your relationship with your children?

 Affirmations
Affirmations are statements and gestures that recognise a person’s strengths and
acknowledge behaviours that lead in the direction of positive change, no matter how big or
small. Affirmations build confidence in one’s ability to change. To be effective, affirmations
must be genuine and congruent.
Examples of affirming responses:
 I appreciate that you are willing to meet with me today.

 You handled yourself really well in that situation.
 That’s a good suggestion.
 If I were in your shoes, I don’t know if I could have managed nearly so well.
 I’ve enjoyed talking with you today.
Reflective listening
Reflective listening is meant to close the loop in communication to ensure breakdowns

don’t occur. Some people find it helpful to use some standard phrases:
 So, you feel…

 It sounds like you…
 You’re wondering if…
There are three basic levels of reflective listening that may strengthen the communication.
They are:
 Repeating or rephrasing: The listener repeats or substitutes synonyms or phrases,

and stays close to what the speaker has said
 Paraphrasing: the listener makes a restatement in which the speaker’s meaning is
inferred
 Reflection of feeling: Listener emphasizes the emotional aspects of communication
through feeling statements.
Reflective listening is a special type of listening that involves paying respectful attention to
the content and feeling expressed in another persons’ communication. Reflective listening
is hearing and understanding, and then letting the other know that he or she is being
heard and understood.
Summaries
Summaries are special applications of reflective listening. They can be used throughout a
conversation but are particularly helpful at transition points, for example, after the person
has spoken about a particular topic, has recounted a personal experience, or when the
encounter is nearing an end. Summarising helps to ensure that there is clear
communication between the speaker and listener.

Collaboration
A collaborative communication style if focused on including people. It creates an

environment where everyone is heard and valued. People who use a collaborative
communication style make sure they get feedback and opinions form as many people as
possible.
Confrontation
A confrontational communication style is an emotionally driven, often verbal, attack that

leaves no room for collaboration or problem solving. It is an approach that aims to change
behaviour in individuals by aggressively compelling them to acknowledge their failures or
weaknesses.
Causes of miscommunication
Miscommunication happens when we do not represent ourselves correctly. Common

causes of misunderstandings are:
 use of uncommon terminology and phrases
 usage of jargons, or
 incorrect use of words or activities
Verbal correspondence can clear up misconceptions and offer missing information, but we
have to be careful in selecting the right mix of words and expressions.
Words have power. The strength of the words, such as "I am unhappy," is often greater
than an activity. These words dictate the activity and the human mindset. Verbal
correspondence can be applied as an instrument for both positive and negative outcomes.
It opens the door to communication, invigorates concept and imagination and develops
and makes new professional and personal connections.
While the cause for miscommunication can be varied, (and some specific to the staff
member, the work team, or the organisation). Underneath are some common reasons why
individuals struggle with effective communication in the workplace.
Poor team dynamics: if any team is to have success, they must find ways to work
together. Poor team dynamics of ten results in conflict and misunderstandings. This is not
only bad on an individual level, unhappy staff members, but can be a detriment to the
whole organisation.
Making assumptions: Accepting something as accurate without having any proof, often
based on incomplete, or sometimes even wrong, information. When staff members make
assumptions, without asking for clarification, bad things can happen.
Not practicing active listening: Are you listening so you know when there is a break in
the conversation so you can talk? That’s called “listening to talk” and quite the opposite of
active listening. Active listening requires full concentration so you, the listener, can
understand and effectively respond to what the other person is saying.
Choosing the wrong channel: Email, phone, text, in-person meeting, virtual meeting,
social media message. So many choices. While there is never a perfect communication
channel, sometimes one is better than the other, and if you choose the “wrong” channel,
messages can get lost, delayed, or left unread.
Not having an open mind: Closed-mindedness is a communication killer. It’s one thing
to have strong convictions; totally different not to be open to hearing ideas that differ from
your beliefs.
Lack of transparency: Organisations and teams that operate on a “need to know” basis
is doing a disservice to their employees by not being open and forthright. Lack of
openness and transparency can have substantial negative impacts on morale and
productivity and result in overwhelming miscommunication.
The many influences on how we communicate
How humans communicate is dependent on many factors. Some of them you might be
aware of, some of them you may not. If you speak the same language, belong to the same
culture, and practice the same religion you will probably find it easier to communicate with
that person than with a person who struggles to speak your language, belongs to another
culture and practices another religion.
How does language influence communication?
Language is the most powerful tool of communication. Its function includes the
communication of ideas, thoughts, opinion and emotional expression, social interaction,
using the power of sound, recording facts, expression of identity etc.
How does culture influence communication?
Culture can influence how we communicate verbally via words, phrases, metaphors, and
culture-specific slang between two or more people. It can also affect topics that are
deemed appropriate for conversation based on cultural norms and values present within a
culture’s social environment. Culture forms the basis of beliefs, and you may encounter
beliefs in different cultures that make no sense to you in areas such as gender roles,
clothing, communication, trustworthiness, and loyalty.
How does religion influence communication?
Religion makes use of different forms of communication, aimed at disclosing reality and
creating community: prayer and preaching, worship and witnessing, reading and listening
to sacred texts, singing and sharing, prophetic discourse, ritual practice, and theological
reflection. A person may feel uncomfortable communicating with people from other
religions because of assumptions about the other's beliefs and opinions. One main
communication barrier stemming from religion is individuals' lack of knowledge or
information about other religions and belief systems.
How does emotional state influence communication?

Communication and emotion are closely linked. Emotions experienced while
communicating with others can affect one’s message both verbally and nonverbally. When
we communicate our emotions, we call attention to ourselves and provide information to
others that may inform how they should react. For example, when someone we know
displays behaviours associated with sadness, we are likely to know we need to provide
support. We learn, through socialisation, how to read and display emotions, although
some people are undoubtedly better at reading emotions than others. However, as with
most aspects of communication, we can all learn to become more competent with
increased knowledge and effort.
How does disability influence communication?
Different disabilities can affect a person’s speech, language, and communication abilities. A
disability can affect a person’s ability to understand what others are saying, which involves
listening, attention, memory, and processing abilities. Some disabilities affect both
comprehension and expression and can range from mild to severe. People can also have
dual and multiple disabilities that affect more than their communication skills. For
example, a person may have an intellectual disability, a physical and mobility disability,
hearing loss, visual impairment, or mental health disability.
How does health influence communication?
Mental illnesses can result in memory loss, for instance in dementia patients. This
condition can cause permanent damage to communication abilities. Mental health issues
such as depression and anxiety may lead to speech deficits such as long pauses during a
conversation. People who are depressed tend to be interrupted a lot because of this. It can
influence their social skills and dysphasia (swallowing pattern).
How does age influence communication?
The communication process in general is complex and can be further complicated by age.
Communication can be hindered by the normal ageing process, which may involve sensory
loss, a decline in memory, slower processing of information, lessening of power and
influence over own life, retirement from work, and separation from family and friends.
Aging is also responsible for changes in hearing, voice, and speech processes. A person's
age can be predicted with fair accuracy by speech characteristics including voice tremor,
pitch, speaking rate, loudness, and fluency. Some language skills remain intact, whereas
others tend to decline.

1.2 Communicate service information in a manner that is

clear and easily understood
When giving verbal or written information to your clients, make sure you:
 Base the information on facts.
 Provided the information to clients that are aware and responsive and can make
informed choices about the services and care provided to them.
 Use words and expressions that are easy to understand and use short sentences
 Speak slowly and in a relaxed manner
 Provide time for the client to understand the information
 Avoid jargon
 Ensure the client has access to communication aids if required
 Use an interpreter if you identify that the client is having difficulty understanding
you and your instructions.
 Dementia clients may have trouble understanding instructions and may require
specialist support
 Pictures are easy to understand and can reinforce a message. They can be a great
support for dementia clients.
 Do not give any information that is outside your scope of practice or breached your
organisation's code of conduct.
 Maintain eye contact and professional conduct at all times.
 The information does not hide any facts or information from the client (provide as
much information as essential and include the client in each phase of the care and
support).
 Involve a supervisor, if required
 Document the information in the client’s care plan.
Information can also be provided through numerous technology devices and gadgets like:
o Communication boards
o Flashcards
o IPads
o Fitbits
o Menu boards for selecting meals
o Aqua paint for dementia clients
o Communication boards
o Talking mats
When you are giving information to your client, it is vital to:
 Know if you are authorised to provide the information.
 Give the client information that is relevant to the person’s health, medical history,
and individual choices
 Provide information that is free of any bias or prejudice
 Follow organisational guidelines and legislative requirements and regulatory

guidelines
 Provide information that is in the best interests of the client including any
underlying evaluation of the person’s needs.
 Maintain privacy and confidentiality
 Act with responsibility and care.
 Maintain duty-of-care

When giving information to family and carer, ensure that:
 The information is only disclosed to authorised recipients and after receiving written
or verbal consent from the client.
 The privacy, confidentiality and dignity of the client is maintained.
 Only relevant people are involved when exchanging any information about the
client.
 Use of language that the family members can comprehend and abstaining from use
of complicated and confusing language.
 Act within the legislative, regulatory, and organisational guidelines
 Comply with the code of ethics and code of conduct
 Information is in the best interests of the client.
 Involve a specialist, if necessary
 Involve an interpreter, if necessary
 Involve a supervisor, if necessary
 Provide information regarding any alternative support that may be accessible to the
client.

1.3 Confirm the person’s understanding
Clients may find it difficult to communicate or understand the care worker or other support
persons if they face communication barriers. Examples of client barriers can be when:
 A disability which prevents the person from understanding the information or its
context.
 Not being aware and responsive to the information provided or to make informed
decisions or suitable choices.
 A noisy or busy environment.
 Unclear communication that is not to the point or mixed messages
 Complicated language and use of jargon
 Limited or no command of English
 Hearing or vision problems
Confirming client’s understanding
Confirming a client’s understanding is an important step to ensure that the person

comprehends the information provided by the care professional. Here are some ways
to confirm understanding.
1. Teach-back method: This method involves asking the person to explain the
information they just received in their own words. This allows the care professional to
identify any gaps in the person’s understanding and provide further clarification.
2. Open-ended questions: The care professional can ask open-ended questions to

gauge the person’s understanding. For example, instead of asking, “Do you
understand?” the care professional can ask, “What questions do you have?” or “What
do you think you need to do?”
3. Use visual aids: Visual aids such as diagrams, pictures, or videos can help clients
understand complex medical information. Care professionals can ask the persons to
describe what they see in the visual aids to confirm their understanding.
4. Use plain language: Care professionals should use simple and clear language when
explaining medical information. They can also use analogies or metaphors to help
clients relate to the information.
5. Written materials: Providing written materials such as brochures or handouts can

help the person review and retail the information provided by the care professional.
You can also ask the person to summarise the information in the written materials to
confirm their understanding.
Case study:
Fiona is the Activity Coordinator at Rosedale Aged Care Facility. She organises the
social activities for the residents of the facility.
One day when Fiona was conducting a group activity with the residents, she noticed
that Lily was not following her instructions. Fiona raised her voice to stop Lily from
bumping into the other participants.
The next day Lily refused to attend the group activity session. When asked Lily
reported that Fiona had been angry and screamed at her, when she didn’t
understand what Fiona wanted her to do.
Activity (discuss with other students and your trainer in the classroom, groups,
online or face to face)
 The effects of Fiona’s action on Lily and the other residents.
 How the communication problem can be resolved and how these problems
can be avoided in the future.
 Professional development training that would be beneficial for Rosedale Aged

Care Facility staff members.

1.4 Listen to requests, clarify meaning and respond

appropriately
Respect is a simple element of all cordial relations. When dealing with clients you are
required to provide excellence in care and equally important, show respect and show
empathy with your clients. You must understand the meaning and difference between
being respectful and disrespectful before you manage an individualised plan of any of your
clients and offer them your care services.
Clients will make many requests and demands. The requests may sometimes increase in
number if a client is sick or concerned. Not listening to the client, not giving attention to
requests, and ignoring the person is disrespectful. Being disrespectful is the denial of
approval or recognition of another person’s needs and requirements.
You as a care worker are required to:
 Listen to the clients
 Respect the client’s need for privacy and confidentiality
 Maintain eye contact in face-to-face interactions
 Communicate clearly and professionally
 Maintain a calm and empathetic attitude
 Maintain the client’s dignity when providing care
Displaying and recognising that a client has personal needs and requirements is the first
step in building and maintaining a trustful and healthy relationship with your client.

Strategies for communicating with clients
Listening is a powerful aspect of providing good care services to your client. Things to
remember are to:
 Be present (switch off the television or stop texting or stop paying attention to
other activities that may affect your concentration or not allow you to focus on the
client’s requests)
 Maintain eye contact (it plays a significant role in building trust and communicating
with the client, it establishes credibility and builds a professional bond with the
client)
 Allow acceptance (you may not agree with what the client is saying or expressing,
but you should learn to agree without disagreeing and show you are listening to
them empathically without any judgements or bias. You are accepting that people
are different, and they express their views in different ways)
 Encourage interaction (you can ask relevant questions, you can encourage the
person to participate, you can reinforce good interactions, you can ask them to
elaborate on emotions, you can monitor the situation and interactions, you can
repeat and reflect, as necessary)
 Ensuring the communication is a two-way process (making sure that the client is
responding to your requests, you are not imposing your values and thoughts on
them, you are not disrespectful to them through any verbal or non-verbal methods
of communication)
 Clarify if necessary and have time for silence (you can ask relevant questions to
confirm understanding and repeat where necessary or rephrase as required and
you can give time to understand and comprehend the context and things being
said)
 Reflecting on your practices (you should always take time to reflect on how you
have handled the situation and how could you have handled it better)
You should always try to be kind and considerate, and hear clients out, even when you do
not agree with the views and thoughts.

1.5 Exchange information clearly in a timely manner and

within confidentiality procedures
Situations where exchange of information is critical
Time is of essence and there are numerous situations where responding to a client on time
is essential for the client’s health and wellbeing.
Sharing client information can be complex and confusing, but care workers are required to
follow an organisation’s policies and procedures, code of ethics and code of conduct at all
times.
It is critical to exchange information when:
 You are authorised as a person to share the information under the organisational
policy framework.
 Information is shared with colleagues and other health and care facilities under
organisational guidelines and protocols.
 The information shared is about the health and safety of the client and other
stakeholders under the “Duty of care” provision.
 The information is allowed to be shared under the Code of Ethics and Code of
Conduct.
 Information is requested under legislative or regulatory standards and guidelines.
 Where the court or a law enforcement organisation has requested the information.

When information should not be shared:
 If there is a “conflict of interest.”
 If sharing the information is not in the “best interests of the client”
 If information constitutes a privacy and confidentiality breach
 If your organisational guidelines do not allow you to share the information
 If it is prohibited under the legislative and regulatory framework
Before you share any information about a client, make sure:
 The client has given the written or verbal consent to provide and share information
 It is requested under legislative or regulatory standards and guidelines or from a

law-enforcement agency or another Government body acting on their behalf or
their own.
 It is in the best interests of the client
 Your organisational policy framework has provisions for sharing the information
regarding and with:
o Who should share the information (e.g., who is the authorised officer to
share the information)
o Why the information should be shared (e.g., what legislative, regulatory or

organisational guidelines should be followed)
o What information can be shared or cannot be shared (e.g., what information

comes under maintaining privacy and confidentiality and what information
comes under “sharing for the best interests of the client”)
o When the information is allowed to be shared (e.g., what protocols to follow,

who should follow, how to follow, when to release information, what
documentation are required for the release of information etc.)
o Where the information can be shared (e.g., with colleagues, immediate

supervisor, manager, director, family, friends, relatives etc.)
o How the information can be shared (e.g., electronically, print or through any
other mediums etc.)
Maintaining confidentiality procedures in exchange of information
It is essential to ensure that the client comprehends the information and how and where it
will be shared. Most people value privacy and confidentiality, and as a care worker, you
are required to ensure that you deal with such matters professionally, according to
organisational guidelines and protocols, and in a manner that is respectful and follow legal
and ethical guidelines.

Information sharing is required under legislation and regulatory guidelines especially under
"Duty of care" provisions if there is any danger to the client or any other stakeholder who
is associated with the client or the care facility.
Case reviews have demonstrated that the absence of proper sharing of information, at the
right time, can cause significant reputational and financial damages to people and
organisations.
Before sharing client information, you must ensure:
 You are an authorised representative able to share the information
 Understand and apply good practices in sharing information and maintaining

confidentiality
 Sharing of information will not cause any damage to the client
 The purpose and use of the information
 Authorised recipients to share the information
 Consent from the client
 The requirement under the legislative or regulatory framework if the client has not
provided consent.
 Information is limited to the “request” being made and “approved” by the

organisational policy framework and relevant stakeholders.
Case study:
Marisa is a 75-year-old female resident living at Rosedale Aged Care Facility. Maria has
completely refused to share her health condition with anyone. She recently complained
that her privacy had not been protected when her health condition was discussed between
team members without her written or verbal consent.
Activity (discuss in groups)
Reflect on Marisa’s situation and answer the following questions:
What was this client’s situation? Were her rights not upheld?
What were the obligations of the care workers? What can be the consequences of a
breach?
What action can a client tale in a situation like this?
What processes should be followed by the carers and the organisation to deal with issues
such as this?


Self-check assessment
QUESTION 1
Explain the difference between verbal and nonverbal communication?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
QUESTION 2
What do we need to consider when providing written information to clients?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
QUESTION 3
What methods can be used to confirm clients understanding?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

CHAPTER 2: COLLABORATE WITH

COLLEAGUES

A few reasons why it is important to share information with your work-

colleagues:
 To provide correct care and service clients
 To share professional knowledge and develop teamwork
 To find common causes and solutions
 To improve response time
 To establish coordination and efficiency
 To bring new ideas, thoughts, and strategies forward
Always seek assistance from your organisational policy framework or your immediate
supervisor regarding any matter that requires specialist assistance or assistance from a
third-party. When sharing information with a third party do not disclose the identity of the
individual if this is not required or consent has not been given.Information should be
shared with consent wherever possible, and, at the same time, the care worker must
respect the needs of those who do not permit to share their confidential details. You may
nonetheless share information without consent if the information is to provide care to the
client, maintaining their health and welfare. It is a legal requirement, under these
circumstances and allowed under the legislation, even the refusal of consent can be
overridden for the public interest.
You must pay attention to the safety and well-being of the clients at all times: You must
share choices of concerns for the safety and wellness of the client and others who can be
affected by their actions.
Always keep a record of your decision and the rationale for it - whether it is to share
personal records or not. If you decide to share any records, then you must document what
you have shared, with whom and for what cause.
What will I learn?

1. Listen to, clarify and agree timeframes for carrying out workplace
instructions
2. Identify lines of communication between organisation and other
services
3. Use industry terminology correctly in verbal, written and digital
communications
4. Follow communication protocols that apply to interactions with different
people and lines of authority.


2.1 Listen to, clarify and agree timeframes for carrying

out workplace instructions
Providing care according to organisational guidelines
Providing care can be difficult in the health and community services field. Looking after
your client, making sure they are safe, assisting them with their daily routines, providing
them information about their health and well-being, the involvement of family and other
relatives, maintaining privacy and confidentiality, these are examples of the many things
you must deal with.
There can be numerous scenarios where you may find the provision of care services
stressful, outside your scope and role of responsibility and requiring involvement of a
specialist or manager.
As a responsible care worker, you are required to:
 Follow organisational and workplace guidelines, policy frameworks and protocols
 Follow instructions of your supervisor and other colleagues
 Work collaboratively
 Share relevant information with authorised recipients
 Report to management and other stakeholders
 Maintain a duty of care protocol at all times
 Behave ethically, responsibly, and according to organisational and legislative

standards
Timeframes to complete the work activities
As a care worker, you have to meet timelines. You may have a long list of tasks to
complete but you must not to rush when doing the work. Showing that you are stressed,
and hurrying can make the client feel like they are a burden and not important. Rushing
an elderly client may also confuse the person.
Many people, especially the elderly, have trouble following rapid-fire questions or floods of
information. By speaking slowly, you will give the client time to process what is being
asked or said. If you tend to speak quickly, especially if your accent is different from what
your clients are used to hearing, try to slow down. This gives the client time to take in and
better understand what you are saying. Time spent discussing concerns will allow you to
gather important information and may lead to improved cooperation. Feeling rushed leads
clients to believe they are not heard or understood. Explain and clarify the task that you
will need to complete and ensure that the client understands what you will do. Ideally you
will then discuss and agree on a timeframe for completing the task.
Listening to, clarifying and agreeing on timeframes for carrying out workplace instructions
requires effective communication skills. Here are some steps you can take:
Listen actively: Active listening involves paying close attention to what the speaker is
saying, acknowledging their concerns, and clarifying any uncertainties. Encourage the
speaker to elaborate on their instructions or concerns and ask open-ended questions to
gather more information.
Repeat the instructions: Once the speaker has finished providing instructions, repeat them
back to ensure that you have understood them correctly. This can also help the speaker
identify any gaps in their instructions or miscommunication.
Clarify timelines: Once you have understood the instructions, ask about the timeframe for
completion. Seek clarification about the expected timeline. If necessary, negotiate a
realistic timeframe that considers these constraints.
Agree on the timeframe: One the timeframe has been discussed, ensure that both parties
agree on it. Confirm that you have a clear understanding of the deadline and what is
expected of you. If there is any ambiguity, seek clarification before agreeing on the
timeframe.
Follow up: After agreeing on the timeframe follow up with the speaker to confirm that you
have completed the task/s within the expected timeframe. This can help bui9ld trust and
maintain effective communication in the workplace.

2.2 Identify lines of communication between organisation

and other services
Quality exchanges of information relies on correctly conveying and receiving messages to

and from others in the workplace. Daily communication in the health and community
services sector are commonly based on the topics of care and overall well-being of the
clients, work scheduled or completed, reports to colleagues, supervisors, government
departments, and other stakeholders, dealings with family members and friends, etc.
Doing this requires establishment of adequately defined lines of communication. Each
organisation creates their own lines of communication which aims to enable staff members
and management to work collaboratively and efficient.
To provide proper services to our clients, we should be aware of the following:
 Where our responsibilities and obligations start and end
 Where the responsibilities and obligations of other work-colleague and other

stakeholders start and end
 Where to get instructions from
 Who to approach with any concerns or questions
Without established lines of communication, the workplace can get disorganised, chaotic,
and challenging.

How to identify the lines of communication
The lines of communication should be defined in the organisational policy framework and
guidelines. This information needs to be available in an accessible and easy-to-understand
format. Each job role should have a proper description and the job description should
outline the employee’s responsibilities and obligations.
As a staff member you need to take the time to understand and comprehend the lines of
communication within your organisation and also with external organisations, as this is
essential to ensure that information is shared effectively and that clients receive the best
possible care. Here are some steps you can take:
Review organisational charts: These can provide a visual representation of how your
organisation is structured and the relationships between different departments and
services. Identify which services are related to your area of work, and review the
communication lines between them.
Identify key staff: Identify key staff in each service area, such as managers and
coordinators, who may act as point of contact for communication. Establish relationships
with these individuals and exchange contact information.
Revie policies and procedures: Review policies and procedures related to communication,
such as referral processes, to identify how communication is supposed to occur between
different services.
Attend interprofessional meetings: Attend meetings or forums where representatives from

different services come together to discuss care. This can provide an opportunity to
establish relationships, share information and identify communication channels.
Use technology: Utilise technology such as electronic health care records or secure
messaging services to communicate with other health and community care providers.
Ensure tha you are following relevant privacy and security policies when communicating
electronically.
Seek feedback: Seek feedback from patients, clients, families and other providers to
identify any communication gaps or opportunities for improvement. This cn help identify
areas where communication needs to be improved and how it can be done.

2.3 Use industry terminology correctly in verbal, written

and digital communications
Why is terminology important?
According to the Oxford Dictionary, “terminology” refers to the body of terms used with a
particular technical application in a subject of study, profession, etc. It refers to the words
used in a specific field (legal, medical, technical, etc.). An industry term is a type of
terminology that has a specific meaning in a specific industry. It implies that a word or
phrase is a typical one for a specific industry and that people who work in the industry or
business will be familiar with and use the term.
Today, a considerable proportion of documents are written in specialised language, a big

part of which involves terminology. Undoubtedly, terminology helps us to
fully understand specific topics. Well-defined terminology can help people across various
industries communicate more efficiently. Using correct terminology when working in the
community services and health sector reduces ambiguity and increases clarity, which
makes it an important factor in the provision of quality care for patients and clients.
But terminology is also relevant for the different departments or teams within an
organisation. It is crucial that the people working in the different departments can
communicate with each other easily and without misunderstandings so that the
organisation can operate successfully. Consistent and up-to-date terminology enhances
communication and, therefore, improves efficiency and helps avoid cultural and/or
linguistic misunderstandings. For example, it does not make sense that each department
refers to the same object or concepts by a different name.

2.4 Follow communication protocols that apply to

interactions with different people and lines of
authority
The communication protocol outlines the types of information to be communicated to the

organisation, as well as identifies the person(s) responsible for communicating particular
topics. In addition, the audience, frequency, and suggested methods of communication are
also outlined. The communication protocol is also established to ensure that
communication aligns with the organisation’s strategic priorities, objectives, and goals.
Good communication in the workplace ensures staff have the information they need to
perform well, builds a positive work environment, and eliminates inefficiencies. Effective
communication should accurately convey information while maintaining or improving
relationships and interactions between different people and lines of authority.
Methods of communication
Methods of communication include the following:
o Internal communication
o External communication

Internal communication
Use the following communication methods:
o Email (whenever potential to avoid wasting time and to produce a record that is
dated)
o Phone calls or text messages (between individual staff, to debate and negotiate, to
ensure communication with a work colleague and others as necessary)
o Memorandums (to formally communicate information to employees)
o Meetings (to provide information and discuss problems and come up with solutions.
External communication
Use the following communication methods:
o Emails (where time is a significant issue)
o Phone calls or text messages (to discuss or resolve any communication-related

issue that cannot be addressed through email or the integrity of the entire context
of the message may be comprised). Fax is still used by some medical professionals.
o Letters and forms.
Responding to communications
Generally, you should respond to communication the same way you have received it.
(e.g., if you receive email, reply by email) unless requested to respond in a different
manner.
Timeframes
Respond within the following timeframes where possible:
o Emails, within 24 hours if received during normal working hours
o Memos within three (3) operating days of receipt
o Fax same day
o Letters within three operating days of receipt
Communication formats
If your organisation has a style guide, then follow it for presentation and documentation
style.
The following general tips apply:
 Use courtesy titles (Mr, Ms, etc.) within the address of external correspondence.
Use the addressee’s given name if the person is well-known to you.

 Do not use courtesy titles within external correspondence.
 Do not use courtesy titles in internal correspondence (memos and emails).
 Letters should end with Yours sincerely if the addressee’s name is shown within
the letter; Yours truly if the addressee’s name is not shown within the letter.
Inclusive language
Comply with cultural protocols by using correct titles, e.g., Aunty, Uncle, Mrs.
Use non-sexist and non-racist language by:
- Avoiding male-dominated terms. let's say, use ‘chair’ or ‘chairperson’ rather than
‘chairman’.
- Eliminating the supernumerary use of the person’s gender, e.g., ‘female
manager.’
- Avoiding the utilisation of pronouns corresponding to ‘he’ or ‘she’. Use ‘their’
rather than ‘his’ or ‘her’.
Signatures
The Manager is responsible for all organisation correspondence. The Manager or their
nominee should authorise and/or sign external communication.
Why follow workplace instructions
It is essential to understand that our work-role, our obligations, the regulatory

environment, expectations of our work colleagues, supervisors and other stakeholders
require us to follow workplace instructions, work in collaboration and assist each other as
professional team members.

QUESTION 1
Why is it important to main good communication throughout an organisation?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
QUESTION 2
List three examples of methods of communication commonly used in

community services organisations.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
QUESTION 3
Why is it important to use correct industry terminology?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

CHAPTER 3: ADDRESS CONSTRAINTS TO

COMMUNICATION

Barriers to positive communication with those in care
Good communication can positively influence professional relationships, while bad

communication can destroy relationships. Positive client-focussed communication with
those in a care setting is particularly imperative.
It is, however, not always easy to maintain good communication, because of several
internal and external factors such as:
 Use of different language and dialect or limited command over English
 No common grounds, different expectations, and lack of respect among

communication parties
 Stress and elevated negative emotion
 Lack of focus
 Negative or inconsistent body language
 Personal bias and prejudice
 Background noise or other distractions
 Cultural differences
 Poor listening skills

We should be cautious with our verbal and nonverbal language when dealing with clients.
Clients can quickly figure out if we are stressed, ignore them, or try to hide something.
This can create an incredibly complex environment. Crossing your arms, avoid looking eye
to eye, tapping your fingers or toes are all signs of body language that conveys negative
signals and may create significant problems in relationships.
Benefits of addressing the constraints to communication
Clients who use good communication with their loved ones usually maintain their dignity
and self-esteem, and they experience lower levels of stress as compared to the clients who
have bad communication skills or use an incorrect method of communication.
There are numerous benefits of positive communication and research has shown that
enhancing communication can also enhance an organisation’s market reach, improve the
morale of employees, endorse, and encourage efficient and effective care, raise client trust
and organisational reputation, and cement the organisation’s commitment to its vision and
mission.
What will I learn?

1. Identify early signs of potentially complicated or difficult situations and

report according to organisation procedures
2. Identify actual constraints to effective communication and resolve
using appropriate communication strategies and techniques
3. Use communication skills to avoid, defuse and resolve conflict
situations.

3.1 Identify early signs of potentially complicated or

difficult situations and report according to
organisation procedures
The workplace can be a difficult place to navigate. You might be working with
someone, it can be a colleague, a client or a relative of a client, when you have this
nagging feeling that something is not right. There are minor problems along the
way, but nothing important. Until this moment, the genuinely nice person turns into
your worst nightmare. They don’t want to listen to you, they don’t want to
cooperate, they don’t like anything you show them, they want you to do more work
than you agreed on, or they might just ask to be relieved from your services.
When you deal with difficult clients, management, or co-workers, it’s often tempting
to place all the blame on them. While you may find yourself in many difficult
situations that are hard to predict, there are also warning signs that can help you
spot them early on.
Poor communication
Poor communication is either too little or too much communication. If the person
you are trying to communicate with do not answer your questions, they probably
won’t answer your follow up questions. It’s very frustrating to send the same email
over and over again because you can’t get the answers you need to move on or
reach a resolution. People that will fill your inbox with emails or phone calls without
waiting for your answer are also very exhausting. They usually are very demanding
and have unrealistic expectations.

Doesn’t pay attention to your emails or documentation
It’s easy to tell when a person doesn’t read your emails or documents because they
keep asking questions that you have already answered.
The way they answer your questions will tell you a lot of things about the way a
situation will develop. If the person doesn’t pay attention to your messages or
responds within reasonable time, there may be a potential problem.
Wants you to complete additional tasks, do things that are outside

your scope or do impossible things
Sometimes clients ask you to do something that is outside of your scope or

experience. This is not always bad and there are times when you will improve your
skills by taking on something that is outside of your experience. You will however
need to be careful with what you take on and make sure that you get approval from
your manager.
A very important part of your job is to educate your clients. A lot of your clients
might not be very familiar with what you do, and they might ask impossible things.
It’s better to explain why that isn’t possible than to create unrealistic expectation.
They give off bad vibes
We all love to work with people we can connect with, and we can sometimes tell
from the first meeting if it will be a good relationship or not. When a relationship is
about to deteriorate you will sometimes get the feeling that the person is giving off
bad vibes.
All potentially complicated or difficult situations should be:
 Handled with care
 Documented in the relevant reports
 Reported to management and relevant stakeholders
 Reviewed to measure the actions taken and for continuous improvement
 Prevented from occurring in the future

3.2 Identify actual constraints to effective

communication and resolve using appropriate
communication strategies and techniques
It is critical to identify the actual constraints to effective communication and carefully

eliminate them using appropriate communication strategies and techniques for maintaining
an open and honest relationship.
How do physical barriers hinder the process of communication?
Physical barriers are described as structural obstructions in both humanmade and natural
environments that block effective communication so that messages cannot be sent from
the sender to the receiver.
How does language or semantic barriers hinder the process of communication?
Semantic barriers are obstacles in communication that distort the meaning of a message
being sent. Miscommunications can arise due to different situations that form the semantic
barrier between the sender and the receiver. These situations, to name a few, may
be language, education, or cultural differences.
How does social barriers hinder the process of communication?
Social barriers to communication include the social psychological phenomenon of

conformity, a process in which the norms, values, and behaviours of an individual begin to
follow those of the wider group. Not being able to see or understand the non-verbal cues,
gestures, posture and general body language can make communication less effective.

Other constraints to effective communication for those in care are mentioned below; this is
not an exhaustive list:
Stress and elevated negative feelings
When stressed or having emotional outbursts, it is often difficult to think straight and
observe your actions. You also tend to misread people and send unprofessional non-verbal
cues.
Lack of focus
When performing multi-tasking, it often requires a special effort to focus entirely on each
task because your attention becomes divided. Nevertheless, you cannot skip any individual
task or underestimate their importance.
Negative or inconsistent visual communication
It is often extraordinarily confusing, particularly for older people, when you say one thing
and your nonverbal communication conveys something else. For example, you are
crossing your arms when you are talking, or you are avoiding making eye contact with the
client. This creates an environment of disbelief and confusion.
Communication strategies and techniques that can be used to resolve the

constraints
 Focus on the issue, not the person
 Be genuine rather than manipulative
 Be flexible towards others
 Be a good listener
 Avoid use of jargon
 Keep an open mind
 Be aware of cultural differences
 Give time to people to understand and comprehend
 Pay attention to non-verbal messages
 Be empathetic
 Ask questions
 Paraphrase

Improved communication
Improved communication with older people and their loved ones will impact their lives. It’s
vital for you to calm yourself before communicating with older people, be ready to solely
target the spoken communication, and try to understand the essence behind spoken
words.
Pay attention to nonverbal signals. Facial expressions, body movement and gestures, eye
contact, posture, the tone of voice, muscle tension and even your breathing tells a story
about you.
Try and use open visual communication, for example, uncrossed arms and maintaining eye
contact. Keep in mind that your face is that the essential communication tool, particularly
for the older people who may have suffered any hearing impairment. Merely touching an
arm or holding a hand will assure the older person that you care regarding and respect
them in their old age.

3.3 Use communication skills to avoid, defuse and

resolve conflict situations
It is entirely up to us how we communicate with others. We can use communication to

avoid, diffuse and resolve conflict situations. The methods and the words we use to
communicate, can help us:
 Defuse a situation if we have selected the correct words, methods, and

communication strategies, or
 Create more confusion and conflicts if our verbal or non-verbal communication

strategies have not been effective.
How to avoid, defuse or resolve conflicts
Conflicts are sometimes unavoidable. When a conflict occurs, there are a few things to
keep in mind. The last thing you want is for the conflicts to escalate and get out of hand.
Professionals keep the following things in mind:
Winning is not always important: You can lose the trust of a colleague or a client over
winning an argument.
Draw professional boundaries: Do not cross them, stay within your professional limits.
Follow organisational guidelines: You must always act according to your professional code
of conduct.

Use straightforward language: straightforward and clear words should be used wherever
possible. Use of ambiguous words and words full of jargon should be avoided in the
professional use of language.
Eliminate differences in perception: Try to put yourself in the other person’s shoes. Ask
yourself, what does the issue actually look like from another angle.
Use active listening: Focus when someone is talking, as it makes a critical difference.
Active listening means that hearing with a correct understanding of the message that's
being communicated. The speaker should make sure by asking relevant questions that
whether their message has been appropriately communicated or not by the receiver.
Avoid information overload: The information provided must be relevant and appropriate to
the receiver of information. Never overload anyone with too much information as after a
point it will lose all its essence.
Try to scale back and eliminate noise levels: one of the most common communication
barriers is noise, that should be handled as on a priority basis.
Emotional state: Try to control your emotions when communicating and be empathic and
understanding of the other person’s emotional state.
Give respect: You must be respectful to your clients and colleagues even if you do not
agree with them on anything.
Monitor and evaluate the situation: Evaluate the situation. Sometimes it is better to agree
to disagree, walk away and arrange for a reconciliation meeting at a later stage when
things have cooled down.
Change your communication strategies: If something is not working and you can’t get your
message across, use another communication strategy. This can often defuse the situation
and establish a new relationship of trust and confidence.

QUESTION 1
List three early signs of a potentially difficult and challenging situation.

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
QUESTION 2
Given two examples of communication strategies or techniques that can be

used to solve a challenging situation.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
QUESTION 3
What are two communication skills that you will use to avoid, defuse, or
resolve conflicts?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

CHAPTER 4: REPORT PROBLEMS TO

SUPERVISOR

You may face several situations in the workplace, such as discrimination, changes in the
workplace, health and safety, work relations, terms and conditions of employment, work
practices, conflict of interest etc. when you will be required to report the problem to your
supervisor. When this happens, you need to ensure that:
 You are honest and truthful in your reporting
 Your reporting is free from bias and prejudice
 You describe the actual problem
 You include all critical details of the matter
 You attach any relevant documents and information records
 If within your scope and experience, you identify the solution and approach to
handling the matter
What will I learn?

1. Comply with legal and ethical responsibilities and discuss difficulties

with supervisor
2. Refer any breach or non-adherence to standard procedures or adverse
event to appropriate people
3. Refer issues impacting on achievement of employee, employer and/or
client rights and responsibilities
4. Refer unresolved conflict situations to supervisor.

4.1 Comply with legal and ethical responsibilities and

discuss difficulties with supervisor
Working legally and ethically goes hand in hand with providing the best care possible to
every client.
Support workers need to understand that laws are designed to protect everyone’s safety
and rights as a citizen. These laws are the basis of the policies and procedures that
support workers must follow when they work.
Ethics are based on the values we live our lives by and are about what is right or wrong.
Ethics means we show respect for every person. We do not judge, we accept people as
they are, and support their rights, their dignity, and their choices.
This is the basis of person-centred care.
All care workers, irrespective of their chosen profession, operate within a legal and ethical
framework. This means that all the work they do should be within the boundaries defined
by applicable laws and ethical standards.
Care workers provide care, supervision, and support for people with or without disabilities
in the home, residential establishments, clinics and hospitals. Care support workers have
legal obligations to themselves, their clients and their families, the organisation in which
they work, and to their work colleagues. To meet these obligations, they are required to
know the laws and regulations that relate to their work and ensure that they carry out
their duties, in accordance with them.

Care workers must at all times demonstrate knowledge, understanding and commitment
to the principles of Equal Employment Opportunity and Occupational Health and Safety
Legislation, Aged Care Service Standards and Home Care Standards.
Several sources of information come into the picture for this industry and depending on
which state or territory you work in these will differ. The examples below include only
Commonwealth Acts:
Aged Care Act 1997
Aged Care Act 1997 (Cth), User Rights Amendment (Charter of Aged Care Rights)
Principles
Anti-discrimination
Fair Work Act 2009 (Cth)

Sex Discrimination Act 1984 (Cth)
Racial Discrimination Act 1975 (Cth)
Age Discrimination Act 2004 (Cth)
Food Standards legislation
Food Standards Australia New Zealand Act 1991 (Cth)

Australia New Zealand Food Standards Code
Mental health including use of restraints and restrictive processes
National Framework for Reducing and Eliminating the Use of Restrictive Practices in the
Disability Service Sector (2014)
Quality of Care Amendment (Minimising the Use of Restraints) Principles 2019
Privacy
Privacy Act 1988 (Cth)

Australian Privacy Principles
Work Health and Safety
Work Health and Safety Act 2011 (Cth)

Work Health and Safety Regulation 2011 (Cth)

As a care worker, you are required to work under a number of organisational, regulatory,
ethical, and legal requirements. You have a legal responsibility, an ethical framework and
duty of care to ensure that you and your client are safe at all times. You are required to
follow the principles below in your practice:
• Using a client-centric, collaborative partnership approach.
• Whenever possible, facilitate self-determination and self-care through the tenets of

advocacy, shared decision-making, training, and education.
• Practice cultural competence, with awareness and respect for diversity.
• Promote the use of evidence-based care, as available.
• Promote client safety.
• Coordinate with aged care support resources.
• Assist with navigating the health-care system to achieve successful care.
• Pursue professional excellence and maintain competence in practice.
• Promote quality outcomes.
• Support and maintain compliance with federal, state, local, organisational and
certification rules and regulations.
Australian legal framework
The Australian legal framework refers to the system of federal and state constitutions, Acts
of Parliament, and regulations which all care workers must comply with when working
within the care sector.
 Organisational Policy and Procedure
 Commonwealth Legislation
 Professional Ethical Standards
 State Legislation and Regulation
Legislation
Legislation is a set of guidelines passed by an Act of Parliament, which clearly defines what
is legal and illegal. An example is the Occupational Health and Safety Act 2004 (Victoria)
or the Work Health and Safety Act 2011 (for other states).
Therefore, there are two sources of legislation that can impact on your roles and
responsibilities. They are the Commonwealth Parliament (federal laws) and the State
Parliament (state laws).

Regulations
Regulations are the rules, orders and by-laws created by subordinate bodies identified by
legislation to administer the act. It can be created and entered into alterations by the
persons who have the time, expertise and local knowledge necessary to make such
changes. Local council regulations come under these regulations.
The carer has a legal obligation to follow statutory and regulatory requirements in the
organisation to provide safe care services to the clients. The statutory and regulatory
requirements contained in the legislation guide the community service organisations’
policies and procedures. This legislation advises the carer decisions about what is ‘right’
and ‘wrong’ regarding your clients.
Regulatory requirements
Regulatory requirements refer to standards or rules on how a service should be delivered

to meet the requirements of the clients effectively and safely to improve the client’s care
and overall well-being.
Statutory requirements and obligations
If a legal obligation is statutory, it means there is an act that implies to the carer to do
something or to not do something. The carer can be legally punished if the Act is not
obeyed.
For example, it is a statutory obligation in most Australian states for community support
workers to report incidents where they feel a client in their care is at risk of harm.
Policy, procedures, and guidelines
Legislation and regulations are often incorporated into policy, procedures and guidelines
which assist you in meeting your legal responsibilities and obligations. These policies,
procedures and guidelines come under the law but are considered itself not as a law.
Ethics
Ethics are the standards, beliefs or motivation for behaviours that belong to you as an
individual or to the group you belong. Ethics are the moral values that are internal.
However, the law is concerned with prescribing conduct and for the individuals as external.
These values, beliefs, and attitudes each of us have about:
 How things should be used in the world
 How people react in different circumstances
 Handling of important aspects of life (e.g., money, family, relationships, power, male
and female roles).
These beliefs and attitudes are extremely important and personal. Values are formed and
absorbed by us all as we develop from childhood and through into adulthood.

Ethical and impartial service delivery
All organisations have expectations for their employees on how they behave and carry out
their jobs. To work effectively and efficiently, you should know the expectations that an
organisation has for you. This way you can mould yourself according to these to meet
requirements. There are two key aspects to ethical and impartial service delivery:
 Personal values, principles and beliefs.
 The impact of personal values, beliefs and attitudes of the clients and their social
network.
Code of Ethics
A code of ethics refers to a framework of rules and regulations that govern and monitor
conduct and professional activity. It is a detailed document that refers to a set standard of
expectations for the conduct and behaviour of all employees. This may include the outline
of the mission, values of the industry, how professionals are supposed to approach
problems, the ethical principles of the profession and the standards to which the
professional will be held accountable.
Most community services and health organisations require staff members to work as per
their code of ethics.
Complying with legal and ethical considerations in relation to communication in

community services and health
Privacy, confidentiality and disclosure - All health and community services

organisations have a responsibility to keep client or service-user information private and
confidential. They must only collect the information that is required for service delivery
and inform the clients of the purpose of collecting the information. They must also provide
these individuals with access to their own information held by the service and disclose
personal information to 3rd parties only with the consent of the individual. Personal
information must be stored securely and destroyed in accordance with the Archives Act
1983.
Discrimination – Discrimination is the unfair or prejudicial treatment of people or groups

based on characteristics such as race, gender, age or sexual orientation. It is also
discrimination when an unreasonable rule or policy applies to everyone but has the effect
of disadvantaging some people because of a personal characteristic they share. This is
known as indirect discrimination. Australia’s federal anti-discrimination laws are contained
in the following legislation: Age Discrimination Act 2004, Disability Discrimination Act
1992, Racial Discrimination Act 1975, and the Sex Discrimination Act 1984. The Australian
Human Rights Commission has the statutory power to receive, investigate and conciliate
complaints of unlawful discrimination under Australia’s anti-discrimination legislation. Each
state and territory has also enacted anti-discrimination legislation. Individuals can lodge
complaints about discrimination, harassment and bullying at the state or territory level.

Duty of care – Having a duty of care means being responsible for everyone’s health,
safety and well-being in the workplace. Everyone has a responsibility, to make sure that
they and other people are safe, this includes staff, clients and visitors. Under the
requirements of the Workplace Health and Safety legislation, all employers have a Duty of
Care to ensure staff are not exposed to hazards while they are working. A duty of care is
breached when it was reasonably foreseeable that the action could cause injury and a
reasonable person in the same position would not have acted that way .
Mandatory reporting – this is the legal requirement of certain groups of people to report
a reasonable belief of abuse to authorities. Mandatory reporting is when the law requires
you to report known or suspected cases of abuse and neglect. It mainly relates to children
but can also relate to adults if the person involved is living in a residential service such as
psychiatric, aged care, and other government-rub facilities.
The following are examples of mandatory reporters (these may differ in your state or
territory):
 registered medical practitioners

 nurses
 midwives
 registered teachers and early childhood teachers
 school principals
 school counsellors
 police officers
 out of home care workers
 early childhood workers
 youth justice workers
 registered psychologists
 people in religious ministry
Child protection protects children and young people from harm caused by abuse or neglect
within the family. Anyone can make a report to their state or territory child protection
agency if they believe a child is in need of protection. Suspected abuse may be physical,
emotional, or sexual, or may involve neglect.
The responsibility for making sure that children are safe is shared by the family, the
general community, community agencies, professionals working with children, police and
the government. Early identification and effective intervention can reduce the initial and
long-term effects of child abuse and promote the recovery of the children and families
involved.
Translation - Effective communication between providers and clients is an important

element of high-quality and safe health and human services. Inadequate communication
with clients who have low English proficiency or who use Auslan limits their ability to
access services and to participate in decision-making processes, which have consequences
for their lives. When providers and clients do not share the same language and culture,
difficulties may arise which impact the quality of the services clients may receive.
Language services facilitate effective communication between service providers and clients
to make services and programs more accessible to people, regardless of their proficiency
in written or spoken English.

Informed consent – Australian law and medical practice recognise that individuals have
the right to make informed decisions about their treatment or care received. Legally, a
practitioner or worker who touches a client or performs a procedure or treatment on them
without their permission may have committed an assault. Informed consent means you
will be given understandable and clear information about your choices so you can make
the right decisions about your health and healthcare.
What are the requirements of consent?
Four core criteria must be met:
 the person giving consent must have capacity

 the consent must be freely given
 the consent must be sufficiently specific to the procedure or treatment proposed
 the consent must be informed.
Work role boundaries – responsibilities and limitations
All formal working relationships need rapport and trust to function well. This is particularly
relevant to the relationship between a client and their care worker. The care worker needs
to make sure clients feel at ease with approaching and relating to them, but it is important
that the professional lines don’t become blurred.
The relationship between an individual and their care worker should never come at the
expense of maintaining clear professional boundaries. Good working relationships are
based on a clear understanding of what the care giver’s role is and what the role isn’t.
Work boundaries are limits which protect the space between a worker’s professional power
and the client’s vulnerability.
The basics of the responsibilities and limitations of a work role should be set out in a
position description and in the organisational policies and procedures. This should be read
in conjunction with any applicable Code of Ethics and the Federal and State/Territory
legislation and regulations that apply.
A carer must report a matter to their supervisor or line manager when:
 a matter is outside the staff member’s job role and responsibilities
 it affects the health and well-being of a client or a staff member.
 the incident is breaching legislative or regulatory guidelines, for example,

discrimination, coercion, or other misconduct.
 the matter is against the applicable code of ethics and code of conduct
 the issue is raised through an informal or formal complaint
 the matter requires specialist information and/or assistance

Irrespective of the reporting method being used, an organisation should ensure that once
a concern or complaint is raised, it will be treated quickly and professionally.
Whenever possible, the care workers must try and remedy any issues, difficulties or
concerns informally with their line manager. Many issues can often be settled or resolved
quickly by having a word with your supervisor. Sorting matters out at an early stage may
prevent an issue from escalating.
When an employee wants to discuss a matter with a manager, a meeting should be

arranged. The managers should allow the employee to explain what the issue or concern is
and discuss how they would like it to be addressed.
It is the responsibility of the manager to ensure that if a solution to the difficulty or

problem the employee is experiencing, they either refer them to a specialist or provide
written or verbal guidance to follow towards a resolution.
Sometimes having an unbiased, independent person, who may act as a mediator can
assist to resolve the issues and matters, especially if the problem centres around working
relationships. Mediation involves an impartial, independent individual supporting two or
more individuals or organisations attending a resolution meeting. The mediator then tries
to identify a desirable outcome for everyone. Mediation can be available as a voluntary or
paid alternative for dispute resolution.
Formal handling of issues and difficulties
If informally resolving an issue or difficulty is not viable, then the next step for an
employee is to lodge a formal complaint.
This must be in writing, outlining what the problem or issue is. Employers should have
developed guidelines and procedures for employees to follow when they wish to raise a
formal complaint. As soon as a formal complaint has been made, the organisation needs to
hold a meeting, and the intention of the meeting should be to find out the facts and
discover a way to resolve the problem.

4.2 Refer any breach or non-adherence to standard

procedures or adverse event to appropriate people
Breach or non-adherence refers to any act in disregard of legislation or regulatory

framework, organisational guidelines, client contracts, or promises. All breaches must be
documented and taken seriously.
Examples of breaches or non-adherence
 Breach of human rights
 Breach of confidentiality
 Invasion of privacy
 Breach of "Duty of care."
 Other breaches where staff fail to live up to organisational standards
A breach of duty or non-adherence practice occurs:
 When one person or organisation has a duty of care toward another person or
organisation but fails to live up to that standard.
 A person may be liable for negligence in a personal injury case if his breach of duty
caused another person’s injuries.

When considering whether a defendant in a torts case has breached his duty toward the
plaintiff, the court asks several questions, including:
Did the defendant have a duty of care toward the plaintiff? If so, was it a duty of
reasonable care, or was it based on professional liability, premises liability, or
another type of relationship between the plaintiff and defendant?
Did the defendant use the same amount of reasonable care that another person in
his position would have used to prevent harm?
Did the defendant foresee the risk of harm to the plaintiff, or should he reasonably
have foreseen it?
What kind of alternatives were available that might have prevented the harm?
These may be alternative actions, locations, materials, designs, or other items,
depending on the facts of the individual case. The question of available
alternatives is especially important in products liability cases.
Was the burden of using safer alternatives considerably heavier than the risk
involved in not using them?
No single one of these questions is enough to establish that a breach of duty did or did not
happen. Instead, courts consider them together, applying them to the specific facts of a
personal injury or other torts case to determine whether a breach of duty occurred.
In a standard negligence case, or non-adherence practice occurs:
 When a person fails to act with the same reasonable care an ordinary person would
use in the same circumstances.
This standard changes slightly in certain types of personal injury cases, however. For
instance, in a medical malpractice case, the question is not whether a medical professional
acted as a reasonable ordinary man-on-the-street would, but whether the medical
professional acted like a reasonable medical professional with the same training and
knowledge would have acted.
Other types of tort cases have different ways to measure breach of duty. In premises
liability, the premises owner’s breach of duty is measured by the relationship the person
has with the injured person. For instance, a business owner owes a higher duty of care to
a customer than to an unexpected trespasser.
There are several aspects to the duty of care:
Legal
What does the law suggest we do?
Professional/Ethical
What do other workers expect us to do?
Organisational
What does our organisation, and its funding body, say we should do?
Personal
What do our own beliefs and values suggest we do?
We need to balance the safety of the person against other concerns such as:
 the safety of other people/our personal safety
 other rights of people (e.g., the right to privacy)
 the aims of the service (e.g., to empower young people)
 the limits of our organisation (e.g., money and other resources)

4.3 Refer issues impacting on achievement of employee,

employer and/or client rights and responsibilities
The Australian Charter of Healthcare rights describes the rights that consumers, or
someone they care for, can expect when receiving health care.
These rights apply to all people in all places where health care is provided. It includes
public and private hospitals, day procedure services, general practice, and all other
community health services.
All carers are required to follow organisational standards, legislative and regulatory
requirements at all times. Failure to adhere to an organisation’s policies and procedures
can lead to serious consequences.
Referring issues impacting on achievement of employee, employer and or client rights and
responsibilities requires careful consideration and adherence to organisational policies and
procedures. Here are some steps you may take:
1. Identify the issue impacting on the achievement. Gather relevant information such as
the nature of the issue, parties involved and any relevant policies or legislation.
2.Consult relevant policies and procedures and identify the appropriate channels for
referring the issue. This may include escalation procedures, grievance procedures, or
reporting protocols.
3. Notify relevant stakeholders such as supervisors, managers, or human resources

personnel about the issue. Seek their advice and guidance on the appropriate course of
action to take.
4. Document the issue and any actions taken to address it. This can include notes of
meetings, correspondence, and any other relevant information. Ensure that documentation
is accurate, objective, and maintained in accordance with organisational policies and
procedures.
5. Refer the issue to the appropriate authority or agency as required. This may include
regulatory bodies, professional associations, or government departments. Ensure that all
relevant information is provided and that the referral is made in a timely and appropriate
manner.
6. Follow up on the issue to ensure that it has been addressed appropriately. This may
include monitoring outcomes, reviewing policies and procedures, or providing feedback to
relevant stakeholders.

4.4 Refer unresolved conflict situations to supervisor

Resolution of conflicts is critical for the smooth processing of operations at any
organisation. Unresolved conflicted situations cause a number of issues:
 Use of time and resources for the not healthy purpose
 Losing the focus of the organisation
 High tension environment at the workplace
 Loss of productivity
 The rise in the number of complaints and appeals
 Reduction in health and personal care
Conflict can arise in any workplace. If you have attempted to resolve a conflict situation
and it remains unresolved, referring it to your supervisor is an appropriate step. Here are
some suggested steps to follow:
Document the conflict: Keep a record of the conflict situation, including the date, time, and
location, the parties involved, and the specific issues in dispute. This will help you to
provide a clear an objective account of the situation to your supervisor.
Attempt to resolve the conflict: Before referring the conflict to your supervisor, make sure
that you have attempted to resolve the conflict with the other party or parties involved. If
you have not already done so, you may want to schedule a meeting wth them to discuss
the situation and explore possible solutions.
Review organisational policies and procedures related to conflict resolution. These policies
may outline the appropriate steps to take when a conflict cannot be resolved at the
individual level.
Schedule a meeting with your supervisor to discuss the conflict situation. Provide a clear
and objective account of the situation, including any attempts made to resolve the conflict.
Be prepared to discuss possible solutions and how to move forward.
Seek guidance and support from your supervisor. They may provide you with additional
resources, such as conflict resolution training or counselling services. They may also offer
guidance on how to communicate with the other party or parties involved in the conflict.
After the conflict has been refereed to your supervisor, follow up to ensure that the issue
has been resolved appropriately. This may include monitoring the situation, providing
additional information or support as needed, and reviewing policies and procedures to
prevent future conflicts.

QUESTION 1
What is ethical responsibility in terms of reporting?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
QUESTION 2
Provide three examples of breaches or non-adherence in a care setting.

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
QUESTION 3
What are the implications of unresolved conflict in the workplace?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

CHAPTER 5: COMPLETE WORKPLACE

CORRESPONDENCE AND
DOCUMENTATION

Imagine looking after an elderly individual with numerous medical, physical, and
psychological health and wellbeing needs with no type of documented information about
the individual. Providing quality care would be an impossible task. How would you provide
medication, how would you know what assistance and care the person requires, what
issues would you need to look for, if you got no information about the client.
Imagine a scenario in which the client has a fall. The person may have a wide range of
care needs and require the administration of physiotherapy in addition to a standard
treating medical officer. What do you do if you do not have organisational documented
procedures for post-fall management? Your client may be shaking, tensed, confused and if
you do not know what you should be doing under these circumstances, you are breaching
your "duty of care" obligations. Your work does not end by looking at policies, but you
must also document what happened. You need to know how to prevent the incident from
happening again by making sure a falls risk assessment and interventions are updated and
implemented.
You need to report to relevant people such as nurses in charge or other supervisors and
next of kin. Reasonable precautions need to be taken, the client must be reassured, calls
for assistance completed, checks for injuries completed, client treatment provided,
assessment of vital signs and neurological observations conducted. You may need to
provide education to the client and relatives. If these records are not maintained, will not
that be considered "negligent"?
Exchange of information
The best way to help to ensure an organisation offers a reasonable standard of

individualised care is if everybody who looks after the client exchanges information in
verbal and written form with each other. This information can incorporate evaluations,
plans of care and changes in care needs, for example, sickness, emotional breakdown, a
fall, other medical information, or changed conduct.
Documentation types
Understanding health and wellbeing related records is necessary for your role as a care
worker. These records give you and authorised others, vital information when providing
care to clients.
Each client in the community and health services has their health, wellbeing, or service
record for documentation of information that includes the care provided and also any
incidents which may happen, for example, falls. These records are called a 'client or
resident files', 'resident records', 'charts', 'clinical file', 'clinical records', 'chronicles',
'histories', and 'medicinal files'. These records include critical information about your
clients.
Reports and records are utilised for an extensive variety of purposes. The fundamental role
of documentation is to offer quality outcomes for clients. The Commonwealth Department
of Health and Aging, Documentation and Accountability Manual (1997 4.2) states that
effective documentation gives the essential evidence to the quality care provided to the
clients.

For the most part, the reasons behind documentation include:
• Monitoring of the needs and recording information about your clients to

enable arrangement, to understand and provide personalised care
• recording the actions taken, or that should be taken
• clarifying why we did something
• helping us to remember what we must do
• reporting occurrences, for example, falls and recording any subsequent

activities
• referring clients
• providing information to third parties and external organisations, e.g. a law

enforcement organisation
• arranging work or programs
• advocating for clients and seeking information
• encouraging communication between employees
• developing a policy framework, processes, procedures and protocols
• giving information to clients about our services and their rights
• promoting care
• campaigning governments or other organisations
• counselling
• consultation with the community to identify needs
• investigating issues and providing training
This list is not comprehensive. You can see that documentation is instrumental in giving
quality care to your clients. Proper documentation helps correspondence amongst staff and
with clients. It also impacts specifically on the time, resources management of the
organisation.

What will I learn?

1. Complete documentation according to legal requirement and

organisation procedures
2. Read workplace documents relating to role and clarify understanding
with supervisor
3. Complete written and electronic workplace documents to organisation
standards
4. Follow organisation communication policies and procedures for using
digital media
5. Use clear, accurate and objective language when documenting events.

5.1 Complete documentation according to legal

requirement and organisation procedures
In the care industry, keeping records is a legal requirement. It is, therefore, essential for
you to comprehend the guidelines relevant to:
 Your organisation
 Your job-role and responsibilities
 Applicable legislation and regulatory requirements
Always remember what is expected of you and what documentation needs to be

completed. You should follow your organisation's processes as both yours and their
progress, reputation and achievement rely upon it. Understanding the basics of reporting,
reporting obligations and best practices of report writing are imperative.
Activity:
Think about the information you need to document and complete when you are
looking after a client during your workday and the person has a fall. Consider the
information you need to pass on to the other staff members. How would you
communicate this? Is there only one approach or are there various ways?

Completing documentation to meet legal requirements
There are various ways that you can report what is going on with your client. You will be
required to report information based on facts and occurrences, for example, falls and
record how your client has reacted to the care provided. You may also be required to
provide input utilising specific ways, for example, journals. There will also be opportunities
to provide direct feedback using handover notes or on the phone. Understanding the
fundamentals of composing and verbalising reports in this manner is imperative.
Completing documentation is an important part of ensuring that legal requirements are

met. Here are some steps that you can use to ensure that you complete documentation
accurately:
The first step is to understand the legal requirements for documentation in your specific
area of care. This may include requirement related to privacy and confidentiality, informed
consent, and the storage and retention of records.
You must review and follow organisational policies and procedures related to
documentation. These policies may provide guidance on how to complete documentation,
who is responsible for completing it, and the timeline for completing it.
Use clear and concise language when completing documentation. Avoid jargon or
terminology that may be confusing to others who may read the documentation.
Complete the documentation in a timely manner to ensure accuracy and completeness.

Delaying documentation can result in errors and omissions, which may have legal
implications.
Review documentation for accuracy and completeness before it is filed or shared with
others. Ensure that all information is accurate, up-to-date, and consistent with
organisational policies and procedures.
Store and retain the documentation in accordance with organisational procedures and legal
requirements. This may include storing records in a secure location, ensuring that they are
accessible only to authorised personnel and adhering to retention periods.
Seek feedback from supervisors and colleagues on your documentation to identify areas
for improvement. This will ensure that your documentation is clear, accurate, and meets
legal requirements.

5.2 Read workplace documents relating to role and

clarify understanding with supervisor
There are several workplace documents related to your role that you should have access
to:
Workplace contracts and agreements
It is of vital importance that you have a legal binding agreement between you and your
employer that is enforceable by law. Your contract usually provides you information about:
 Particulars of the parties to the contract, including any sub-contracting

arrangements
 Period or duration of the contract
 Definitions of key terms used in the legal binding contract
 A description of the goods and services that your organisation will receive or
provide, including key deliverables
 Payment details and dates, including whether interest will be applied to late
payments
 Superannuation details
 Key dates and milestones
 Required insurance and indemnity provisions

 Guarantee provisions, including director’s guarantees
 Damages or penalty provisions
 Renegotiation or renewal options
 Complaints and dispute resolution process
 Termination conditions
 Special conditions
 Other terms and conditions
For a contract to have a legal binding agreement between you and your employer, it must
contain four important elements:
 An offer.
 An acceptance.
 An intention to create a legal relationship.
 A consideration (usually money).
Risk assessment documentation
Detailed risk assessments and record maintenance is a requirement of the carer’s job role.
The daily work activities of a carer involve identifying, assessing, and managing risks of
several different kinds. Under your “Duty of care” provision you are responsible for the
safety of yourself and others around you. Therefore, keeping detailed risk assessments
and documentation includes but is not limited to:
 Information about potential hazards and risks
 Information about your client
 Information about preventions of hazards and risks
 Health and safety guidelines
 Emergency procedures and protocols
How do I record a risk assessment?
The documentation of a risk assessment uses a process known as “five steps approach”
and includes the following factors:
1. Identification of the hazards, i.e., anything that may cause harm
Inspecting the work environment related to the risk assessment and analysing the possible
physical, mental, chemical, and biological hazards that could occur, i.e., lifting, slippery
floors, awkward postures, damaged furniture, noise, dust, machinery, working with high-
need clients, loose wires etc.

2. Identification of who may be harmed and how
Identification of who may be at risk and how is an essential step in ensuring you take
reasonable actions at the right time.
3. Assessment of the risks and action taken
Assessing the risks associated and actions taken by the organisation, or its representative
ensure:
 Risks have been mitigated and eliminated
 Safety and wellbeing of all
 Risks require any further action or not
4. Document the findings
You should always document your findings for continuous improvement and share
knowledge and information with other work colleagues for them to make informed
decisions and choices.
5. Review the risk assessment and update if necessary
The risk assessments should be periodically reviewed, to ensure they comply with the:
 Legislation and best practice
 Organisational guidelines
 Changes in the environment, i.e. change in shift patterns, increase in new workers
etc.
Duty of care
You must maintain records of your duty of care obligations towards you and others at the
workplace.
Complaints and appeals
Care facilities, like any other business, cannot always make everyone happy. There may
be occasions, where the client may want to complain about you or someone else. Having a
clear policy framework in place is the first step to ensure they can raise their concerns and
ask for possible resolution. Having a clear complaint process ensures that the client can
trust in you and your services and feel comfortable and confident to address a conflict
should it arise.

5.3 Complete written and electronic workplace

documents to organisation standards
Completing written and electronic workplace documents
You must follow organisational standards to complete written and electronic documents.
These documents can be used in legal procedures, therefore, follow organisational policies
and procedures, know what you must do, ask for help if you are uncertain, and use the
correct format and templates to write your reports and finalise workplace documents.
Completing written and electronic workplace documents to organisational standards is an

important aspect of ensuring consistency, accuracy, and compliance with policies and
procedures.
As a care worker, you will come across numerous private and individual information, such
as:
• Client’s background
• Client’s interest and choices
• Details including client’s place of residence as well as phone numbers
• Financial information
• Health and wellbeing related records

You have to ensure you:
 Act professionally and ethically
 Report all records unbiasedly and objectively
 Maintain privacy and confidentiality of your client
 Seek assistance where you are not sure about what to do and how to do
Steps to complete written and electronic workplace documents:
 Read and understand your workplace policies and procedures
 Use correct, up-to-date document templates
 Write information in a clear and easy to understand format
 Do not go outside your code of conduct, code of ethics or duty of care guidelines
 Make sure information is kept at a safe and that confidential information remains
confidential
 Make sure only authorised people to have access to the information

5.4 Follow organisation communication policies and

procedures for using digital media
Many care workers and care facilities are now using digital media. Digital media has
transformed the way we operate. From using web-based software to several client related
applications, through to Government related websites and completing funding forms etc.
we are in a time where digital media is taking over traditional mediums of work and
administration activities.
Therefore, comes the need of having and following organisational communication policies
and procedures while using digital media for:
 Ensuring communication is relevant and stays on focus
 Websites and other content accessible are safe and free from viruses or other
internet related issues
 Communication is between concerned parties, and third parties are not included, if
not necessary
 Use of digital media is limited to the workplace not for personal use
 Guidelines for safe use of digital media are published and circulated to all staff
 Ensuring communication is quick
 Ensuring communication is clear
 Ensuring communication is recorded for future access

Digital media is increasingly being used in the community services and health sector to
improve communication, service delivery, and access to health information. Some
examples of digital media used in this sector include:
Electronic health records (EHRs)
These are digital versions of a person’s medical history and health information. They allow
healthcare providers to access a person’s health information from anywhere, improving
the coordination and continuity of care.
Telehealth
Telehealth is the use of video conferencing and other digital communication technologies
to provide health care services remotely. This can improve access to care for people I
remote or rural areas, as well as for people who are unable to attend in-person
appointments.
Mobile apps
There are a growing number of apps designed to support health and wellbeing. These
include apps that track physical activity and diet, provide mental health support, and offer
information about health conditions and treatments.
Social media
Social media platforms such as Facebook, Twitter ad Instagram are used by health
organisations to share health information, promote health campaigns, and engage with
patients and the wider community.
Online portals
Many health services now offer online portals where patients can access their health
information, book appointments, and communicate with healthcare providers.
Wearable technology
Wearable devices such as fitness trackers ad smartwatches are increasingly being used to
monitor health and track physical activity. These devices can help people manage their
health and wellbeing by providing real-time feedback on their activity levels and health
metrics.
Email
Emails is a commonly used form of communication and offers many advantages for the
delivery of health and medical information. It provides a convenient and efficient way to
communicate with clients and providers. A person can easily ask questions, request
appointments or prescription refills, and receive information without needing to visit a
provider in person. They save time for both the person and the provider. Its is a very
secure way to communicate sensitive information, provided that proper security measures
are in place and provides a record of the conversations. This can be useful for tracking a
person’s progress, monitoring of treatment plans and maintaining accurate records.

Podcasts and videos
Podcasts and videos are increasingly used to provide access to health information, improve
a person’s education, and support client engagement. They can be used to inform a client
about their health condition, treatment options and self-care. The person can watch or
listen to these material at their own pace and in their own time, which can help improve
understanding and retention of information.
Videos and podcasts can be used to promote healthy behaviours and lifestyle changes. For
example, videos of healthy eating and exercise can help clients to improve their health and
prevent chronic conditions.
They can provide information and support for care givers of clients with chronic conditions.
These material can offer guidance on how to manage the condition, provide emotional
support, and prevent care giver burnout.
Videos and podcasts are also increasingly used to provide continuing education for
providers of care. These material can cove topics such as new treatments, emerging
technologies, and best practice for care.
Newsletter and broadcasts
These are powerful tools for health and community services providers to communicate
important information to patients, clients and the wider community. Newsletter can be
used to educate people about a variety of health topics such as disease prevention,
healthy lifestyle choices and medication management. They can also be used to promote
events such as health fairs, screenings and seminars, and inform the public about new
treatments and services available. Newsletters and broadcasts are often used to
communicate important public health alerts such as disease outbreaks and vaccination
campaigns.
Intranet
An intranet is a private network that is used in an organisation to share information,

communicate and collaborate. In community services and health, an intranet can provide
numerous benefits, such as:
 Improved communication
 Access to information
 Streamlined workflows
 Improved patient and client care
 Cost savings
 Enhanced security
Overall digital media is becoming an increasingly important tool helping to improve the
quality of care and support for the community and to promote better health outcomes.

5.5 Use clear, accurate and objective language when

documenting events
Language is powerful. Therefore, it is of great significance not only to think about what
you say but how you say it. Language is often used to communicate, so if your tone, style,
expressions, and clarity are missing, the receiver may miss your message or its essence
that you would like to communicate. To select the most effective way of using language,
you must concentrate on:
 The objective of the message
 Your audience
 The context in which the message is being composed
When you are using language in the workplace for documenting events, you should make
sure:
 It is free from jargon or complex sentences
 It is written in an easy-to-understand format
 It is based upon facts and verifiable evidence
 Information is in compiled format
 It is written in the familiar language
 It uses constructive language phrases
 The formality of the language used must match with the formality of the situation
and the relationship between the writer and reader.
 It has been proof-read
 It is free from any errors, inaccuracies, or mistakes
 It is free from bias and prejudice

QUESTION 1
How is a risk assessment conducted?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
QUESTION 2
What are the steps used to complete written and electronic workplace
documents?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
QUESTION 3
When are verbal reports commonly used?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

CHAPTER 6: CONTRIBUTE TO
CONTINUOUS IMPROVEMENT

What will I learn?

1. Contribute to identifying and voicing improvements in work practices

2. Promote and model changes to improved work practices and
procedures in accordance with organisation requirements
3. Seek feedback and advice from appropriate people on areas for skill
and knowledge development
4. Consult with manager regarding options for accessing skill
development opportunities and initiate action

6.1 Contribute to identifying and voicing improvements

in work practices
So how can we contribute to identifying and voicing improvements in work practices?
All community services and health organisations should have a written plan for continuous
improvement that:
 Lists all regulatory and legislative standards and guidelines and
 Explains how the organisation will meet its obligations with regards to service
provided and the expected standards
Continuous improvement is a way to systematical improve quality and services in the

workplace by:
 Identifying opportunities for improvement
 Planning how current processes can be improved
 Executing by implementing agreed changes
 Reviewing how the changes are working
This then leads back to the first step, where you identify further opportunities for
improvement.
To ensure continuous improvement occur at all levels of the organisation must encourage
and collect feedback and reviews, involve all stakeholders (staff, management, clients,
family members and carers, external organisations), be a central focus of the organisation,
and be understood and accepted at all levels.

6.2 Promote and model changes to improved work

practices and procedures in accordance with
organisation requirements
Change is unavoidable and for an organisation it can lead to many positive aspects.
Change can encourage innovation, make you develop skills, strengthen teamwork, lead to
new opportunities, and improves staff morale. But change can also be hard and doing
things in a different way can be challenging for some people.
To better handle change in the workplace, here are some tips for you:
Maintain a positive attitude. Regardless of what the new situation is, try to be
optimistic and maintain a good attitude. The new change might not be perfect, but the
previous situation probably wasn’t either. Think about how you can best leverage your
skills and experience to support the change. Be optimistic even though you may not be
currently happy. Regardless of what the changes are you will need to make the best of it.
Recognise that change is constant. The change will happen to you whether you like it
or not, so you need to accept that reality. The good thing about change is that it prevents
you from getting bored and challenges you to extend yourself or work on things you might
not have encountered before.
Stay connected with your coworkers. If you are struggling with the implementation of
new practices or changes, so are probably they. The best thing you can do is then to stay
connected and support each other. Communicate with each other and learn to work
together.
Reflect. Take some time to relax and think about what you’ve already accomplished and
what your goals are for your role. Consider any skills that you may need to acquire and
how you can meet and assess the situation.

6.3 Seek feedback and advice from appropriate people

on areas for skill and knowledge development
With more than one million more older Australian individuals receiving aged care services,
the aged care workforce influences and has a considerable degree of importance to the
everyday lives of numerous individuals.
"My Aged Care" site in 2013, indicated, there were precisely 352,100 individuals employed
in the aged care industry in 2012, working over an assortment of residential and
community care settings. More than 240,000 of these individuals were involved in direct
care roles, for example, nurses, personal care or community care workers, and allied
health experts.
During the next 50 years, a significant move is set to change the progression of our
population and release an unparalleled demand on this workforce.
The numbers are set to increase (people between 65 and 84 years will almost double by
2050), while the number of individuals aged 85 years and over is expected to fourfold to
1.8 million individuals, as per the Australian Government's Australia to 2050: Future
Challenges report. It is expected that more than 3.5 million older Australians will depend
on care services shortly. The effect of these statistics will without a doubt influence the
supply of care workers. The quickly ageing population will require Australia's aged care
workforce to extend considerably by almost half a million.
However, there is now a historic test in both the recruitment and retention of qualified
staff in the care facility. If we need people to look after a rapidly ageing population, we
need to recruit, train and retain more qualified staff.

We need to develop professional development and personal development activities to:
 Prepare and improve the performance
 Increase information, abilities, efficiency, and commitment
 Produce a reliable and skilled workforce
Staff knowledge, information, and skills
Staff knowledge, information and skills are not just a prerequisite according to industry
guidelines, it is also a necessary component in guaranteeing that more older individuals
will keep on receiving the best care and support services.
With the ageing population growth, there is going to be an expansion in the number of
individuals living with complex conditions, requiring complex care requirements, and
having special needs. Guaranteeing aged care specialists are properly prepared, qualified
and have the vital attitude to deliver quality care services will be helpful to ensure the
needs of the older people are met. Staff should be prepared and instructed with a specific
end goal to stay focused on the changing requirements of care services.
Seeking feedback and advice
To work effectively and efficiently in the health or community services, we should:
 Seek ongoing feedback on our progress
 If in doubt, follow organisational guidelines
 If unsure, approach an immediate supervisor for guidance
 Look for opportunities to improve our performance
 Refer clients to a specialist with complex needs or activities outside your scope of
practice
 Ask relevant questions

6.4 Consult with manager regarding options for

accessing skill development opportunities and initiate
action.
Do you recall your school days when you studied for a considerable length of time and
retained specific information just to forget it after your exams? The same can happen
when your employer ask you the information you learnt when you studied, but have
forgotten, and you experience a mental blackout?
To avoid this situation, you should update your knowledge and skills through professional
development opportunities that can enable you to stay refreshed on the information and
the hands-on abilities you require at work. A care worker should not hesitate to approach
a manager to consult regarding the possible professional development and personal
development opportunities available to them. Investing in skill development opportunities
for employees is beneficial not just to employees, but also to the organisation.
Learning keeps your mind engaged and active. It helps you get new and knowledge-based
perspectives on the world around you. It helps you gain new experiences, trains your brain
to handle a wide range of challenges, and keeps your neural pathways active.
Meet with your manager and ask what they think your greatest skills are and in what
areas you could develop. Discuss the organisation’s long-term goals, and how these fits
with your role. Research potential skill development opportunities before the meeting and
make suggestions of things that will strengthen your performance and support the team.


QUESTION 1
What methods are used to collect data for continuous improvement?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
QUESTION 2
What are the benefits of skills development programmes.

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
QUESTION 3
How can you promote and model change in the workplace?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

CHAPTER 7: STRUCTURE, FUNCTION AND

INTERRELATIONSHIPS BETWEEN DIFFERENT
PARTS OF THE HEALTH AND COMMUNITY
SERVICE SYSTEM

What will I learn?

 Structure function and interrelationships between different part of the

health and community service system
 Different models to support optimum client service

7.1 Structure function and interrelationships between

different part of the health and community service
system
A person’s health is not isolated from other facets of their life; it is tied to their social,
economic, and individual circumstances. In a similar way, the health system is connected
to other sectors, particularly welfare. Some examples of this link between health and
welfare at the service, policy and program levels are the National Disability Insurance
Scheme (NDIS) and childcare services.
The health and community services system in Australia is complex and consists of various
parts. The system is designer o provide a range of services that promote health and well-
being, prevent illness and injury, and provide health and support to people with health
needs.
Structure:
The structure of the health and community services system is multi-tiered and comprises
of three levels of government: Federal, State and Territory, Local.
The Federal government is responsible for funding and policymaking for health and
community services at national level. It operates the Medicare system, which provides
universal health coverage for all Australians.
The State and Territory governments are responsible for managing and funding public
hospitals and other community health services. They also regulate and oversee private
healthcare providers.
Local governments have a role in promoting health and wellbeing at community level, such
as through environmental health, food safety and recreational facilities.

Function:
The health and community services system in Australia has several functions. These
include:
1. Preventative services – these services aim to promote health and prevent illness or
injury. Examples include health education programs, immunisation programs, and
screening programs.
2. Primary healthcare – this includes services provided by general practitioners,

community health centres, and allied health professionals. These services include early
diagnosis, treatment, and management of health conditions.
3. Hospital services – these services provide medical and surgical treatment for acute and
chronic illnesses, including emergency care.
4. Aged care services – these services provide support and care for elderly people,
including residential aged care, home care, and respite care.
The different parts of the health and community service in Australia are interdependent
and work together to provide coordinated and effective care. For example, primary health
care providers may refer patients to speciality services or hospitals for more specialised
care. Similarly, hospital services may refer patients to community-based services for
ongoing support and management of their health conditions.
There are also various partnerships and collaborations between different organisations
within the health and community service systems. For example, hospitals may work with
community services health centres to provide integrated care for patients with complex
health needs.
Australian Government responsibilities
The Federal or Commonwealth Government is responsible for the conduct of national

affairs. Its areas of responsibility are stated in the Australian Constitution and include
defence and foreign affairs; trade, commerce, and currency; immigration; postal services,
telecommunications, and broadcasting; air travel; most social services and pensions. The
Federal Government is also involved, mainly through funding, in many things largely
carried out by the States, such as health, education, environmental issues, industrial
relations, etc.
The aged care system caters for Australians aged 65 and over (and Indigenous Australians
aged 50 and over) who can no longer live without support in their own home. Care is
provided in people’s homes, in the community and in residential aged care facilities
(nursing homes) by a wide variety of providers. The Australian Government is the primary
funder and regulator of the system. The Aged Care Act 1997 (the Act) and
associated Aged Care Principles set out the legislative framework for the funding and
regulation of aged care, although services are also provided through contractual
arrangements outside of the Act. The Australian Government Department of Health (DoH)
is responsible for the operation of the Act.
The Australian Government subsidises aged care services for older people. Subsidised care
provided under the Act consists of home care, residential care, and flexible care. Care

provided through funding agreements with providers (rather than under the framework
specified in the Act) includes home support and Indigenous flexible care.
The NDIS uses an insurance-based model to provide individualised support to people with
disability. It has markedly changed how services are delivered, requiring people to
navigate multiple systems, such as health, disability, and housing, and to interact with
various government and non-government personnel.
State or Territory Government
Under the Australian Constitution, the States are responsible for everything not listed as a
federal responsibility. However, sometimes both levels are involved. Major responsibilities
include schools, hospitals, conservation and environment, roads, railways and public
transport, public works, agriculture and fishing, industrial relations, community services,
sport and recreation, consumer affairs, police, prisons, and emergency services. Each
state has its own constitution setting out its system of government.
State, territory, and local government responsibilities
 Managing and administering public hospitals

 Delivering preventive services such as breast cancer screening and immunisation
programs
 Funding and managing community and mental health services
 Public dental clinics
 Ambulance and emergency services
 Patient transport and subsidy schemes
 Food safety and handling regulation
 Regulating, inspecting, licensing, and monitoring health premises
Shared responsibilities
The Commonwealth also shares responsibility with the states and territories for other
activities under national agreements such as the Council of Australian
Governments (COAG). These other activities include:
 Funding public hospital services

 Preventive services, such as free cancer screening programs including those under
the National Bowel Cancer Screening Program
 Registering and accrediting health professionals
 Funding palliative care
 National mental health reform
 Responding to national health emergencies
Local governments play an important role in the health system. They provide a range of
environmental and public health services, community-based health, and home care
services.

Australian Government Department of Health
The Department of Health develops and delivers policies and programs and advises the
Australian Government on health, aged care, and sport. The department works with a wide
range of stakeholders to ensure better health for all Australians.
The Australian health system
Australia’s health system provides safe and affordable health care for all Australians. It is
jointly run by all levels of the Australian government – federal, state and territory, and
local.
Department of health responsibilities
 Medicare Benefits Schedule (MBS)

 Pharmaceutical Benefits Schedule (PBS)
 Supporting and regulating private health insurance
 Supporting and monitoring the quality, effectiveness, and efficiency of primary
health care services
 Subsidising aged care services, such as residential care and home care, and
regulating the aged care sector
 Collecting and publishing health and welfare information and statistics through
the Australian Institute of Health and Welfare
 Funding for health and medical research through the Medical Research Future
Fund and the National Health and Medical Research Council
 Funding veterans’ health care through the Department of Veterans Affairs
 Funding community-controlled Aboriginal and Torres Strait Islander primary
healthcare organisations
 Maintaining the number of doctors in Australia (through Commonwealth-funded
university places) and ensuring they are distributed equitably across the country
 Buying vaccines for the national immunisation program
 Regulating medicines and medical devices through the Therapeutic Goods
Administration (TGA)
 Subsidising hearing services
 Coordinating access to organ and tissue transplants
 Ensuring a secure supply of safe and affordable blood products
 Coordinating national responses to health emergencies, including pandemics
 Ensuring a safe food supply in Australia and New Zealand
 Protecting the community and the environment from radiation through nuclear
safety research, policy, and regulation
The funding environment for health care is explained below.

Medicare
Medicare is Australia’s universal health care scheme. It comprises three major parts:
medical services, public hospitals, and medicines. It is available to all Australian and New
Zealand citizens, permanent residents of Australia and people from specific countries with
reciprocal agreements.
Medicare will cover the entire cost of public hospital services and other health services
such as services provided by GPs and other medical specialists such as physiotherapy,
community nurses and basic dental services for children.
A key component of Medicare is the Pharmaceutical Benefits Scheme (PBS) which will
make some medicines cheaper.
The Medicare Benefits Schedule
The Medicare Benefits Schedule refers to health services that the Government will
subsidise. This has a safety net, meaning that it helps by ensuring that people pay less
once they reach a specific amount of out-of-pocket costs.
The Pharmaceutical Benefits Scheme
As previously mentioned, the Pharmaceutical Benefits Scheme (PBS) helps to make

medicines more affordable. The PBS includes over 5,200 products, including brand names,
generic, biologic, and biosimilar medicines. Those enrolled in Medicare will only pay some
of the cost of PBS medicines, and those with a concession card will pay even less.
The PBS also includes a safety net which will help to keep the cost down, and once a
person meets the Safety Net Threshold amount, medicines will cost even less for the rest
of the year.
Private health insurance
There are two kinds of cover, including:
Hospital cover. Which will cover either some or all the costs of hospital treatment provided
in a private hospital
General treatment (‘ancillary’ or ‘extras’) cover. This covers some non-medical services
that are not covered by Medicare, i.e., optometry, dental, physiotherapy, and many more.
Australian Government Department of Services
Australian Government Department of Services is responsible for the delivery of advice

and high-quality, accessible social, health and child support services and payments.
On 26 May 2019, the Prime Minister announced the establishment of Services Australia,
and on 1 February 2020, it became an executive agency in the Social Services portfolio.
Services Australia continues to deliver Medicare, Centrelink, and Child Support payments
and services.
You can read more about the Australian Government Department of Services at
https://www.servicesaustralia.gov.au/

7.2 Different models to support optimum client service
Working in health and community services requires the employee to be aware of the
organisational structure of the workplace. You need to also know and understand the
model the organisation is using to support optimum client service. The service delivery
must be person-centred, and rights based.
Principles under-pinning person-centred service delivery
Person-centred service delivery is widely recognised as a foundation to safe, high-quality

health and community services care. It is care that is respectful of, and responsive to, the
preferences, needs and values of the individual client. It involves seeking out and
understanding what is important to the client, fostering trust, establishing mutual respect,
and working together to share decisions and plan care.
Key principles of person-centred care include respect, emotional support, physical comfort,
information and communication, continuity and transition, care coordination, involvement
of carers and family, and access to care.
There is good evidence that person-centred approaches to care can lead to improvements
in safety, quality, and cost-effectiveness, as well as improvements in client and staff
satisfaction. To achieve person-centred care, care providers, organisations and
policymakers need to work in partnership with consumers.
Principles of rights-based service delivery
A human rights-based approach is about empowering people to know and claim their
rights and increasing the ability and accountability of individuals and institutions who are
responsible for respecting, protecting, and fulfilling rights.
This means giving clients greater opportunities to participate in shaping the decisions that
impact on their human rights. It also means increasing the ability of those with
responsibility for fulfilling rights to recognise and know how to respect those rights and
make sure they can be held to account.
A human rights-based approach is about ensuring that both the standards and the
principles of human rights are integrated into policymaking as well as the day-to-day
running of organisations.
There are some underlying principles that are of fundamental importance in applying a
human rights-based approach in service delivery. These are:
 participation
 accountability
 non-discrimination and equality
 empowerment and
 legality
These are known as the PANEL principles.
Different roles and responsibilities of team
Team roles and responsibilities refer to the tasks associated with a person’s job
description, and therefore their role within an organisation. Because each team member
may hold several different duties and is responsible for completing a similar theme of
tasks each day, it’s really important that responsibilities are clearly defined.
In fact, the more clearly defined, the less confusion and the more time that can actually be
spent working towards organisational goals and objectives.
The more that individuals understand what is required of them, the more that they achieve
and the more motivated they feel to achieve these goals.
A team leader or project manager needs to understand each individual’s role at the
organisation so that they can set realistic expectations, set team goals, and effectively
delegate responsibilities.
Characteristics of multi-disciplinary teams and how they are used
A multidisciplinary team is defined as a group comprised of members that have

complementary skills, qualifications, and experience. Their contribution is towards the
objectives of an organisation via teamwork. These types of teams are common in
healthcare and community care.
Multidisciplinary team care is comprised of at least one client and multiple professionals
from several different disciplines. Professionals who participate in a multidisciplinary team,
care, collaborate and communicate together to address as many aspects of a client’s care
as possible.
A multidisciplinary team is first and foremost, centred upon the needs of the client and
their carers. Professionals who may contribute to the team include:
 general practitioners (GPs)

 practice and community health nurses

 allied health professionals
 health educators
 specialists
Relationships between different members of the workforce
The health and community services workforces include the people who work at public and
private hospitals, in nursing homes and other aged care facilities and in-home care
services. Members of the health and community services workforce need to build strong
relationships and work together to provide the best outcomes for the clients.
Work in community services covers activities directly supporting individuals and their
families; community services activities include working with groups and communities; and
social planning and advocacy. Community services offer support to the public. The support
may be information, advice, practical help, financial help, or a combination of services. The
community service may be run by federal, state, or local government or by a non-
government organisation such as a charity.
Support services
Support services have an important role to fill in the provision of health and community
services care. Some of these services are provided by allied health professionals, other
support clients and their family members, as they receive treatment and care under the
social model of health. Some examples of support services are:
 Aboriginal and Torres Strait Islander support

 Disability liaison services
 Accommodation services
 Hospital in-the-home services
 Medicine information services
 Nutrition and dietetics
 Pastoral care and spirituality services
 Social work services
Links and interrelationships with other services
Coordination and collaboration in service delivery provide the best outcomes for clients
and their carers. Practical examples of how you can develop links and interrelationships
with other services include:
 Partnering with similar service providers outside your local area

 Collaborating with local community organisations to identify potential, crucial gaps
in service delivery
 Working together to help your local services understand the needs of your clients

References
1) Verbal and non-verbal communication
https://www.youtube.com/watch?v=Nhg1_6NdDfo
2) Effective communication skills training: concise, clear, confident
https://www.youtube.com/watch?v=2OBewm5guJk
3) Confirming your understanding

https://www.youtube.com/watch?v=XgPJ5avlDzs
4) Healthcare active listening
https://www.youtube.com/watch?v=CXOV7xZHY6I
5) National Support Services, Privacy Statement
https://nationalsupportservices.com.au/privacy/#:~:text=Disclosure%20of%20personal
%20information&text=We%20may%20not%20use%20or,the%20information%20for%20that
%20purpose
6) Career FAQS, 11 Top tips for effective time management
https://www.careerfaqs.com.au/news/news-and-views/11-top-tips-for-effective-
time-management
7) Thornbury Community Services, Community care: the role of a learning disability nurse
https://www.thornburycommunityservices.co.uk/blog/good-time-management-one-
of-the-most-valuable-skills-a-community-nurse-blog-61321115495
8) Small business, The structure and lines of communication in an organization
http://smallbusiness.chron.com/structure-lines-communication-organization-
73425.html
9) Small business, What are the lines of communications in business?
http://smallbusiness.chron.com/lines-communications-business-715.html
10) My aged care, Glossary
https://www.myagedcare.gov.au/glossary
11) Community Door, Policies and procedures, communication protocols
https://communitydoor.org.au/resources/administration/policies-procedures-
templates#0-text-nav-item-0
12) Government of Western Australia, Guide to working safely with challenging

behaviours in health care
https://www.commerce.wa.gov.au/publications/guide-working-safely-challenging-
behaviours-health-care
13) Healthtimes, Managing aggressive behaviour in aged care facilities
https://healthtimes.com.au/hub/aged-care/2/practice/nc1/managing-aggressive-
behaviour-in-aged-care-facilities/513/
14) Department of health, Dementia-friendly environments – Communication
strategies
https://www2.health.vic.gov.au/ageing-and-aged-care/dementia-friendly-
environments/strategies-checklists-tools/communication
15) Caring for the elderly; Overcoming communication barriers with elderly care
http://caringforeldery.blogspot.com/2010/04/overcoming-communication-barriers-
with.html
16) SmartCompany, eight ways to defuse and resolve conflict

https://www.smartcompany.com.au/people-human-resources/eight-ways-to-
resolve-and-manage-conflict/
17) Australian Human Rights Commission, VET disability trainers manual – legal and
ethical considerations
https://www.humanrights.gov.au/sites/default/files/VET%20Disability%20Unit
%20Trainers%20Manual%20-%20Topic%208.pdf
18) The Sydney Morning Herald, Rise in breaches in nursing homes
https://www.smh.com.au/national/rise-in-care-breaches-in-nursing-homes-
20090630-d3t9.html
19) My aged care, Your right to quality care

https://www.myagedcare.gov.au/quality-and-complaints/quality-of-care-and-
consumer-rights/rights-and-responsibilities-home-care
20) Department of health and aged care, Responsibilities of approved aged care
providers
https://www.health.gov.au/health-topics/aged-care/providing-aged-care-services/
responsibilities
21) ACIITC, A technology roadmap for the Australian aged care sector
http://aciitc.com.au/wp-content/uploads/2017/06/
ACIITC_TechnologyRoadmap_2017.pdf
22) University of Souith Australia, Small changes that make a big difference in aged
care
http://www.unisa.edu.au/Media-Centre/Releases/2017-Media-Releases/Small-
changes-that-make-a-big-difference-to-aged-care/#.Wx43ioui3MQ
23) Full Circle Feedback, The importance of feedback, why is feedback important?
https://www.fullcirclefeedback.com.au/360-power-of/
24) Beyond Blue, Our work with older Australians
https://www.beyondblue.org.au/about-us/about-our-work/older-adults-program/
professional-education-in-to-aged-care-peac-program

Knowledge Evidence Compliance
Evidence of the ability to: Mapped to Chapter in Page number

The candidate must be able to demonstrate performance the learner and
knowledge to complete the tasks outlined in criteria guide paragraph
the elements, performance criteria and
foundation skills of this unit, including
knowledge of:
Legal and ethical considerations in relation to

communication:
 Privacy, confidentiality and disclosure 1.2 Chapter 4 4.1

 Discrimination 1.2 Page 53 - 60
 Duty of care 1.3
 Mandatory reporting
1.4
 Translation
 Informed consent 1.5
 Work role boundaries – 1.6
responsibilities and limitations 1.7
 Child protection across all health and
community services contexts,
1.8
including duty of care when child is
not the client, indicators of risk and
adult disclosure
Sources of information and the application of 2 Chapter 4 4.1

legal and ethical aspects of health and Page 53 - 60
community services work
Ethical decision making and conflicts of 3 Chapter 4 4.1

interest Page 53 - 60
Principles of effective communication, 4 Chapter 1 1.1

including models, modes and types
Page 9 - 11
Communication techniques:
 Open ended questions, affirmations, Chapter 1 1.1
reflections and summaries
5.1 Page 12 - 14
 Difference between motivational
5.2
interviewing and coercive approach
5.3
 Difference between collaboration and
confrontation

Influences on communication:
 Language 6.1 Chapter 1 1.1

 Culture 6.2 Page 15 - 16
 Religion
 Emotional state 6.3
 Disability 6.4
 Health
6.5
 Age
6.6
Potential constraints to effective

7 Chapter 3 Page 44 - 46
communication in health and community
service contexts
Health and community services industry

8 Chapter 2 2.3
terminology relating to role and service
provision Page 34
Importance of grammar, speed and

9 Chapter 1 1.1
pronunciation for verbal communication
Page 9 - 11
When and how to use and recognise non-

10 Chapter 1 1.1
verbal communication
Page 9 - 11
Structure, function and interrelationships

11 Chapter 7 7.1
between different parts of the health and
community service system Page 94 - 98
Organisation structure and different models

to support optimum client service:
 Principles underpinning person- 12.1 Chapter 7 7.2

centred service delivery
 Principles of rights-based service 12.2 Page 99 - 101
delivery 12.3
 Different roles and responsibilities of
12.4
team
 Characteristics of multi-disciplinary 12.5
teams and how they are used
12.6
 Relationships between different
members of the health and 12.7
community services workforces 12.8
 Role of support services
 Links and interrelationships with other
services
 Funding environment
Digital media and use in community services

13.1 Chapter 5 5.4
and health sector, including:
13.2 Page 79 - 81
 Web
 E-mail 13.3
 Social media 13.4
 Podcast and videos
 Tablets and applications 13.5
 Newsletters and broadcasts 13.6
 Intranet
13.7

CHCCOM005 Learner Guide

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

CHCCOM005 Learner Guide

Uploaded by

Copyright:

Available Formats

LEARNER GUIDE

Unit code Document version Release date Comments/actions

CHCCOM005 1.0 24.08.2020 First edition

CHCCOM005 2.0 04.04.2023 Second edition

Copyright ©2022 by CAQA Resources.

Copyright protects this material. No part of this publication may be reproduced,

Enquiries should be addressed to:

If you believe that information of any kind in this publication is an infringement of

This remains the property of CAQA Resources, a Career Calling initiative.

Career Calling International (CAQA Resources) Page | 1

7.2 Different models to support optimum client service..........................................99

Career Calling International (CAQA Resources) Page | 3

What will I learn?

1. Communicate effectively with people

Career Calling International (CAQA Resources) Page | 4

CHAPTER 1: COMMUNICATE EFFECTIVELY

Career Calling International (CAQA Resources) Page | 5

Effective communication is as critical to working effectively and competently. Effective

Working in health or community services, requires effective communication skills. You

To communicate effectively, we need to:

 Demonstrate good listening skills

Creates less misunderstandings for all parties involved

Encourages a healthy and trustful work environment

Helps in providing better services to clients

Ensures work is done quickly and professionally

Career Calling International (CAQA Resources) Page | 6

Work in health or community services

 Changing bed linen and making beds

 Washing, hanging out and ironing clothes

 Grocery shopping, preparing, and serving meals

 Assisting with bathing, grooming, and getting dressed

 Providing mental and emotional support

 Organising recreational activities for the client

Career Calling International (CAQA Resources) Page | 7

What will I learn?

1. Use verbal and non-verbal communication to enhance understanding

Career Calling International (CAQA Resources) Page | 8

1.1 Use verbal and non-verbal communication to

Our communication mediums help us to:

 develop our connections with others

 develop and maintain interpersonal relationships, and

 assists us with our physical and psychological wellbeing

The main components of a communication process are:

 The sender or source: the person who wants to convey a message

 The message: the information that is sent by the source

 Feedback: the response to the message that has been communicated.

Career Calling International (CAQA Resources) Page | 9

Effective communication models

 One-way communication model

 Transactional communication model

‘Transactional’ simply means the exchange or interaction between people. It is based on

 Interactive communication model

Nonverbal communication incorporates any correspondence including signals, gestures,

Career Calling International (CAQA Resources) Page | 10

We can strengthen, negate, substitute, supplement or emphasise our verbal

The relation between verbal and non-verbal communication skills

Verbal correspondence exists together with non-verbal correspondence, which can

The difference between motivational interviewing and a coercive approach in

More communication techniques

 Open ended questions

 Do you have a good relationship with your children?

Career Calling International (CAQA Resources) Page | 12

Examples of affirming responses:

 I appreciate that you are willing to meet with me today.