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Module 1.2 Getting to know the Standards - Facilitator general information
Copyright
Australian Aged Care Quality Agency (Quality Agency) encourages the dissemination and exchange of information. All material presented within this handbook and on our website is provided under a Creative Commons Attribution 4.0 Australia, with the exception of:
The Quality Agency’s logo, and content supplied by third parties.
The details of the relevant licence conditions are available on the Creative Commons website, as the full legal code for the CC BY 4.0 AU license.
Attribution
Material obtained from this guide is to be attributed to the Quality Agency as:© Australian Aged Care Quality Agency 2017.
Third party copyright
Wherever a third party holds copyright in material presented in this guide, the copyright remains with that party. Their permission may be required to use the material.
HDB-EDU-0129 v15.0
Qassist Module 1.2 – Getting to know the Standards2
Contents
What is Qassist?......................................................................................................................4
Accessing Qassist learning modules and fact sheets..............................................................4
Foundation modules.................................................................................................................4
Case management modules....................................................................................................4
Foundation modules.................................................................................................................5
Case management education programs..................................................................................5
Qassist fact sheets...................................................................................................................6
Consumer guides.....................................................................................................................6
Using the Qassist learning modules and fact sheets in the workplace....................................7
How to use the facilitator’s guide.............................................................................................8
Module 1.2 – Facilitation information.......................................................................................9
Facilitator’s resources and references.....................................................................................9
Session plan...........................................................................................................................11
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What is Qassist?Qassist is our regulatory compliance assistance education program. This program and related learning modules are designed to support the aged care sector to improve compliance and consumer outcomes.
Accessing Qassist learning modules and fact sheetsThe learning modules and fact sheets fall into two broad categories that inform our compliance assistance program and resources – Foundation modules and Case management modules.
Foundation modules These modules are designed to provide the sector with an understanding of the regulatory system and its requirements.
These modules provide the foundation for getting to know the Quality Agency, the aged care standards, continuous improvement, risk in aged care, consumer dignity, choice and feedback. They are targeted at everyone in the sector. While these foundation modules have been designed for compliance assistance purposes as part of our case management responses, they can be used by providers as part of their internal staff training and resource provision as required.
The foundation learning modules include a facilitator guide, presentation resources and associated fact sheets. All of these modules are available for download on our website www.aacqa.gov.au .
Case management modulesThese modules are focused on supporting services to address non-compliance and are specifically designed to support our regulatory case management and monitoring activity.
These modules are only available as Quality Agency facilitated programs through our compliance assistance education program. To apply for compliance assistance education support you can submit an expression of interest (EOI) on our website. Please note compliance assistance education is provided subject to eligibility criteria. For further details on compliance assistance education go to http://www.aacqa.gov.au/providers/education/compliance-assistance
The case management fact sheets for each module are available for download on our website. www.aacqa.gov.au
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Foundation modules
UNDERSTANDING THE REGULATORY SYSTEM AND ITS REQUIREMENTS
Module 1.1 - Aged Care and Quality Agency overview
Provides the opportunity to explore the big picture and the changing environment of aged care where consumer choice and control is the focus. The module also includes the Quality Agency’s regulatory functions and how quality assessment is undertaken.
Module 1.2 - Getting to know the Standards
Provides an overview of the meaning and intent of the aged care Standards, together with an introduction on demonstrating performance and continuous improvement against the Standards.
Module 1.3 - Continuous improvement
Addresses the importance of continuous improvement being undertaken in collaboration with consumers and staff especially in the areas of demonstrating outcomes for consumers, staff and the service.
Module 1.4 - Understanding risk
Addresses risk management in an aged care context and how to approach managing risk while supporting consumer choice.
Module 1.5 – Consumer dignity and choice
Addresses consumers’ right to privacy, dignity and choice in aged care and provides an overview of the legislation and principles that provide the sector with guidance on consumer dignity and choice.
Module 1.6 – Using consumer feedback
Provides practical strategies to facilitate consumer and representative feedback and how it can be used to support service development, delivery and improvement.
Case management education programs1. DEMONSTRATING PERFORMANCE AGAINST THE STANDARDS
Modules 2.1 – 2.3. Supporting services with compliance issues. Includes undertaking self-assessment and responding to non-compliance. For example, services that may be experiencing compliance issues or new market entrants. These modules are targeted at management with responsibility for addressing and maintaining compliance and are only available through our case management processes.
2. ADDRESSING CONSUMER FOCUS, AREAS OF PREVALENT RISK AND NEW PROGRAMS
Modules 3.1 – 3.3 Improving the sector and consumer focus. Includes ongoing assessment and planning and a person centered approach to risk. These
Qassist Module 1.2 – Getting to know the Standards5
modules are targeted at both frontline staff and management and are currently only available through our case management processes.
Qassist fact sheetsModule fact sheets are available to support on the job or workplace based learning for staff.
The fact sheets contain a summary of the key information related to the module topic on the front page and suggested learning activities and questions to support personal exploration of the topic or group discussion on the back page. You can use this in a variety of ways and we encourage you to be creative. Use the factsheets to brainstorm with as many people as you can whether it is through a staff meeting, toolbox talks or in training sessions. More tips on using the resources in the workplace are detailed shortly.
Qassist factsheets are available for all the Qassist modules as listed below:
UNDERSTANDING THE REGULATORY SYSTEM AND ITS REQUIREMENTS
1.1 Aged Care and Quality Agency overview1.2 Getting to know the Standards1.3 Continuous improvement1.4 Understanding risk1.5 Consumer dignity and choice1.6 Using consumer feedback
DEMONSTRATING PERFORMANCE AND CONSUMER OUTCOMES
2.1 Responding to non-compliance2.2 Undertaking a self-assessment2.3 Governance (proposed)
ADDRESSING CONSUMER FOCUS, AREAS OF PREVALENT RISK AND NEW PROGRAMS
3.1 Ongoing assessment and planning with consumers3.2 Person centred approach to risk3.3 Safeguarding vulnerable consumers (proposed)
Consumer guides In addition to the above factsheets the following consumer guides can be used to support consumer engagement in quality assessment and continuous improvement as a standalone resource or in combination with areas above. These are available on our website www.aacqa.gov.au.
• Consumer guide to accreditation • Consumer guide to quality review
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• Consumer guide to continuous improvement
Using the Qassist learning modules and fact sheets in the workplaceThe ways Qassist can be used are wide and varied. Facilitators are encouraged to be creative when deciding how best to use the resources to meet the learning needs. The following three steps may assist in using the learning modules and fact sheets.
Step 1 – Identify learning needs Consider the core skills and knowledge required to achieve both individual and organisational goals in the areas of:
• Consumer focus • Quality assessment• Understanding the regulatory framework• Requirements for compliance
Consider the following questions to assist in identifying the learning needs:
• How can effective performance in these areas be achieved? • What skills and knowledge need to be developed and by whom? • Are there specific knowledge gaps that need to be addressed?• Has there been any new legislation, policies or procedures introduced?• Are there any performance or work health and safety issues?• Are there any new staff members
Step 2 – Develop a learning plan based on these identified needs. This could be individual or group based, job role specific or service/organisation delivered, dependent on the needs.
Consider the following questions when developing a learning plan:
• How does formal and informal learning currently happen in your workplace? • Which of the following is available – on-the-job through buddying and mentoring, off-the-job,
network based, formal workplace sessions (e.g. lunchtime ‘hot topic’ discussions)? • How do people prefer to learn? • What is the priority for learning?• What does the training need to achieve – what will be the impact in the workplace?• How will you determine the effectiveness of the training?• What resources are available? Training facilities, presenters, subject matter experts• Do you have a training calendar?
Step 3 – Review the Qassist learning modules and fact sheets, select the ones that will address learning needs, customise for the session, prepare for the learning session and facilitate the session.
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It can be a good idea to consider using a reflective practice model as part of your learning approach. For example, by exploring these three key questions:
Suggestions for implementing Qassist in your workplace:
• Incorporate different Qassist modules into your workplace induction program. • Select modules to meet identified learning needs.• Use different fact sheets as a focused 10-15 minute ‘tool box sessions’.• Schedule modules as an agenda item at staff meetings. These short and focused sessions will
get staff on the same page, quickly and efficiently. • Link discussions specifically to service delivery strategy and consumer outcomes, and identify
opportunities for improvement.• Use real case studies based on consumers ‘lived experience’ or situations that occur in daily
practice. • Provide the resources to mentors and buddies to assist them in supporting workplace learning.• Follow up learning by seeking feedback, providing/identifying relevant resources and further
learning opportunities. • Identify improvements/changes that participants can implement in their workplace as a result of
the learning.
How to use the facilitator’s guideThis facilitator guide includes detailed notes, PowerPoint slides, discussion prompt questions, activity instructions and resources.
LayoutTo make it easy for you to follow the content layout is reflected in the following table format.
Slide Time Facilitator information Resources
PowerPointSlide
number
Section duration Content detail, facilitation process, notes for facilitator Links to activity
resources
For example
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Slide Time Facilitator information Resources
3 5 mins
ASK participants what they understand is meant by the term “quality care”?
Brainstorm what does “quality” mean?Record responses on a whiteboard or flipchart
Information in italics is for facilitator to use as prompts and/or ensure all information is covered
Fact sheet 1.2Whiteboard or
flipchart
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Module 1.2 – Facilitation informationAim The aim of this session is to provide participants with an overview of the meaning and intent of the Aged Care Standards and expected outcomes to support compliance, together with an introduction on demonstrating performance and continuous improvement against the Standards
Learning outcomesThrough active participation participants will be able to:
• Describe the relevant aged care Standards and expected outcomes.• Explain how Quality Surveyors conduct assessments.• Describe how to demonstrate performance against the Standards.
Target audienceThis session is designed for management and staff who are working in residential care services, home care services and National Aboriginal and Torres Strait Islander Flexible Care programs.
Session overviewDuration approximately 105 minutes
Time Session content/activities/notes
5 min Introduction and learning outcomes
5 mins Quality Agency regulatory functions
20 mins The Aged Care Standards and expected outcomes
10 mins Activity 1 – The meaning of the expected outcomes
10 mins Activity 2 - Links between the expected outcomes
10 mins Quality Agency’s approach to assessing performance against the Standards
20 mins Activity 3 – Unpacking the expected outcomes
5 mins Forming a view
5 mins Your role in the quality assessment process
5 mins Self- assessment
10 mins Learning and reflection
Facilitator’s resources and referencesSession PlanThe session plan contains detailed information relating to the topic, discussions and activities. The session plan guides the facilitation of the session and assists the facilitator in relation to content, timing and resources. The PowerPoint presentation is used as guidance for facilitators and does not contain as much detailed information as the session plan. Facilitators should refer to the session plan in the first instance to ensure they have a thorough understanding of the topic and delivery method.
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Module 1.2 ResourcesEnsure you have the following resources:• Session specific
- Accreditation Standards, Home Care Common Standards or NATSI Flexible Care Standards handout (whichever is applicable)
- Fact sheets - 1.2 Getting to know the Accreditation Standards, Getting to know the Home Care
Common Standards and NATSI Flexi- PowerPoint presentation – Getting to know the Standards (including printed copies with
note taking area to be handed out to participants)• Laptop• Data projector• Flipchart paper • Highlighter pens• Whiteboard markers• Butchers paper
References• Aged Care Legislation – https://legislation.gov.au• Department of Health – Aged Care – https://agedcare.health.gov.au• Practices and processes guide, November 2015. AACQA – https://aacqa.gov.au• Results and processes guide, October 2014. AACQA – https://aacqa.gov.au• Quality Review – National Aboriginal and Torres Strait Islander Flexible Aged Care Program
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Session plan Module 1.2 – Getting to know the Standards
Slide Time Facilitator Information Resources
1 5 mins IntroductionNB: Ensure you explain acronyms, terminology and/or specific sector language during the session. Some participants may be new to the sector.
• Welcome• Acknowledgement of country (I would like to begin by acknowledging the Traditional Owners of the land on
which we meet today. I would also like to pay my respects to Elders past and present)• Introduce topic• Quick Ice Breaker (name, how long people have been working in the sector, how long took to get here,
previous job).• Introduce topic and advise session will go for approximately 1 ½ hours.
2 Learning outcomesGo through the learning outcomes for the session. Clarify what will be covered if needed.
• Describe the relevant aged care Standards and expected outcomes.• Explain how Quality Surveyors conduct assessments.• Describe how to demonstrate performance against the Standards.
Inform participants that the session is designed to be interactive and their active participation will increase their learning.
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Slide Time Facilitator Information Resources
3 5 mins Quality Agency regulatory functionsASK -Has anybody heard of the Australian Aged Care Quality Agency?Do you know what they do?Depending on how much knowledge participants have in relation to the Agency, go through the following information.
Australian Aged Care Quality Agency• National regulatory body for aged care in Australia• Commenced 1 January 2014• Is a Statutory agency (subject to Finance Management and Accountability Act)• The Quality Agency Principles 2014 identify accreditation and quality review processes• Is a key contributor to aged care reform• Promotes high quality care and better practice – e.g. conferences, awards, courses and
workshops, compliance support, resources and information
Quality Agency Purpose: The Quality Agency is responsible for holding aged care service providers accountable for their performance against the Accreditation Standards for residential aged care, Home Care Standards for Home Care services, National Aboriginal and Torres Strait Islander Flexible Aged Care Services and also promoting high quality care and service provider performance through education, training and compliance assistance.
Quality Agency vision: World class aged care services driven by empowered consumers who enjoy the best possible quality of life.
The Quality Agency – functionsThese functions are in accordance with the Aged Care Act 1997, Quality Agency Principles 2013 and Standards.
Australian Aged Care Quality Agency Act 2013
Aged Care Act 1997
Quality Agency Principles 2013
Quality of Care Principles
AACQA
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Slide Time Facilitator Information Resources
Australian Aged Care Quality Agency Act 2013 Part 3, Division 1 – Functions and powers of the CEO12 Functions of the CEO:The Quality Agency functions include:a) accredit residential aged care services;b) conduct quality review of home care services. (From 1 July 2014, the Agency has been responsible
for the quality review of aged care services in the community);c) register quality surveyors of residential and home care services;d) advise the Secretary of the Department of Health about aged care services that do not meet the
Accreditation Standards or the Home Care Standards;e) promote high quality care, innovation in quality management and continuous improvement amongst
approved providers of aged care;f) provide information, education and training to approved providers of aged care.
Quality Agency Regulatory Functions overview• The Agency manages the quality assessment of approximately 2700 residential aged care services• It reviews the quality of care to older people in the community by undertaking quality reviews of
services• It monitors compliance with the Aged Care Standards and supports aged care providers to reach
and maintain full compliance with the Standards
Quality assessment currently includes:- Accreditation for residential aged services.- Quality review for home care packages (HCP), Commonwealth home support program (CHSP) and
the National Aboriginal and Torres Strait Islander flexible aged care (NATSI Flexi).
4 20 mins The Aged Care Standards
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Slide Time Facilitator Information Resources
ASK –Does anyone know how many different types of aged care Standards there are?Which Standards apply to your organisation?Does anyone know about the other Standards?
NB: the focus will be the Standards applicable for the participants’ service group. Briefly touch on the other Standards.• Accreditation Standards apply to residential care services – used to determine if a service achieves
accreditation. The Quality Agency assesses the quality of care and quality of life for consumers based on the care and services provided against the Standards.
• Home Care Common Standards – used to determine the quality of aged care services provided in the community. The Quality Agency assess if safe, high-quality services are delivered and service provision meets the needs of consumers.
• National Aboriginal and Torres Strait Islander (NATSI) Flexible Aged Care Program - provides a set of quality Standards for services. This program aims to provide quality, flexible and culturally appropriate aged care to older Aboriginal and Torres Strait Islander people close to their home and community.
Note: Single set of aged care StandardsThe Department of Health is currently working on developing a single set of aged care Standards applicable across all service types. For updates on the single set of aged care Standards see the Department’s website.
The Quality Agency is developing the Standards guidance materials. For updates on this please see the Quality Agency’s website.Proceed to Standards applicable to participants
Single set of aged care quality standards https://agedcare.health.gov.au/quality/single-set-of-aged-care-quality-standards
Single Aged Care Quality Framework Guidelines http://www.aacqa.gov.au
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Slide Time Facilitator Information Resources
/providers/news-and-resources/single-aged-care-quality-framework
5 Accreditation Standards (Residential Care)Handout Accreditation Standards Fact Sheet• Four Standards and 44 expected outcomes.• Each Standard is underpinned by a Principle which sets the context for that particular Standard and
its related expected outcomes.• The Standards have a clear focus on the service’s responsiveness to consumers’ needs and
preferences.• Expected outcomes are statements of expected performance.• Each service chooses ways to demonstrates performance against the Standards – it is not
prescribed.
ASK –Has anyone seen these Standards before?Why do the Standards need a Principle? Why do they need expected outcomes?(NB: expected outcomes will be discussed in detail later in the session)Each Standard is underpinned by a Principle which sets the context for that particular Standard and its related expected outcomes.
Standard 1 – Management systems, staffing and organisational developmentASK –What might be included in this standard? Refer to Accreditation Standards handout
Accreditation Standards
Accreditation Standards Handout
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Slide Time Facilitator Information Resources
Principle: management systems are responsive to the needs of care recipients, their representatives, staff and stakeholders, and the changing environment in which the service operates.
This standard also has an intention:This standard is intended to enhance the quality of performance under all Accreditation Standards, and should not be regarded as an end in itself. It provides opportunities for improvement in all aspects of service delivery and is pivotal to the achievement of overall quality.
Standard 2 – Health and personal careASK –What might be included in this standard? Refer to Accreditation Standards handout
Principle: Care recipients’ physical and mental health will be promoted and achieved at the optimum level in partnership between each care recipient (or his or her representative) and the health care team.
Standard 3 – Care recipient lifestyleASK –What might be included in this standard? Refer to Accreditation Standards handout
Principle: Care recipients retain their personal, civic, legal and consumer rights, and are assisted to achieve active control of their own lives within the residential care service and in the community.
Standard 4 – Physical environment and safe systemsASK –What might be included in this standard? Refer to Accreditation Standards handout
Qassist Module 1.2 – Getting to know the Standards18
Slide Time Facilitator Information Resources
Principle: Care recipients live in a safe and comfortable environment that ensures the quality of life and welfare of care recipients, staff and visitors.
Go to slide 8
6 Home Care Common Standards (Home Care Services include , Home Care Packages (HCP) and Commonwealth Home Support Program (CHSP))Hand out Home Care Common Standards Fact Sheet• Three Standards and 18 expected outcomes.• Each Standard is underpinned by a Principle which sets the context for that particular Standard and
its related expected outcomes.• The Standards have a clear focus on the service’s responsiveness to consumers’ needs and
preferences.• Expected outcomes are statements of expected performance.• Up to each service to choose ways in which it demonstrates performance – it is not prescribed.
ASK –Has anyone seen these Standards before?Why do the Standards need a Principle? Why do they need expected outcomes?(NB expected outcomes will be discussed in detail later in the session)Each Standard is underpinned by a Principle which sets the context for that particular Standard and its related expected outcomes.
Standard 1 – Effective ManagementASK –
Home Care Common Standards
Practices and Processes Guide
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Slide Time Facilitator Information Resources
What might be included in this standard? Refer to Standards handout
Principle: The service provider demonstrates effective management processes based on a continuous improvement approach to service management, planning and delivery.
Standard 2 – Appropriate access and service deliveryASK –What might be included in this standard? Refer to Standards handout
Principle: Each service user (and prospective service user) has access to services and service users receive appropriate services that are planned, delivered and evaluated in partnership with themselves and/or their representative.
Standard 3 – Service user rights and responsibilitiesASK –What might be included in this standard? Refer to Standards handout
Principle: Each service user (and/or their representative) is provided with information to assist them to make service choices and has the right (and responsibility) to be consulted and respected. Service users (and/ or their representative) have access to complaints and advocacy information and processes and their privacy and confidentiality and right to independence is respected.
Go to slide 8
7 NATSI Flexible Care Program Standards
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Slide Time Facilitator Information Resources
Hand out NATSI Flexible Care Standards• Developed to provide a set of Quality Standards for services funded under this program• Process for monitoring achievements against these Standards• Framework is not legislated• Two overarching principles – cultural safety and continuous improvement (CQI)• Two Standards and nine expected outcomes• Outcome and process driven• Focus specifically on outcomes for service users and systems and processes that support these
outcomes
ASK –Has anyone seen these Standards before?Why do they need overarching principles as well as a principle for each Standard? Why do they need expected outcomes (expected outcomes will be discussed later in the session)
• Each Standard is underpinned by a Principle which sets the context for that particular Standard and its related expected outcomes.
• There are also two overarching principles:- Cultural safety – about recognising and nurturing the unique cultural identity of Aboriginal
and Torres Strait Islander people and meeting their needs, expectations and rights.- Continuous improvement (CQI) –working to improve services and outcomes for people – it
means looking for a better way to do things.• Expected outcomes are statements of expected performance• Up to each service to choose ways in which it demonstrates performance – it is not prescribed
Standard 1 – Care delivery and informationASK –
NATSI flexi DL flyer (pdf)
NATSI Flexible Aged Care Program Quality Review
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Slide Time Facilitator Information Resources
What might be included in this standard? Refer to Standards handout
Principle: Each service user has access to and receives quality aged care services that meet their needs and respects their dignity and individuality. This is achieved through assessment, planning and regular review of each service user’s needs, in consultation with them and their nominated representative/family member/people.
Each service user is fully informed about service choices and their rights and responsibilities as a service user. This information is provided in a format appropriate to their needs and communicated in a way that is culturally acceptable to each service user.
Standard 2 – Management and accountabilityASK –What might be included in this standard? Refer to Standards handout
Principle: Each service user (and prospective service user) has access to services and service users receive appropriate services that are planned, delivered and evaluated in partnership with themselves and/or their representative.Go to slide 8
8 Meaning of the expected outcomesASK –Can anyone explain what the expected outcomes are for?Why are they important?Why is the wording important?
ASK –Why is the wording the expected outcome important?
Results and Processes Guide
Quality of Care Principles
Qassist Module 1.2 – Getting to know the Standards22
Slide Time Facilitator Information Resources
• Key words in expected outcomes provide the focus, specific meaning and what a service needs to do to demonstrate it has met the requirements of each expected outcome.
• Wording of each outcome is specific• Important to think about what the wording includes and does not include
Examples of wording: - Use examples from the Standards you are working with.
Accreditation Standards:Refer to expected outcome 1.5 Planning and leadership:The organisation has documented the residential care service’s vision, values, philosophy, objectives and commitment to quality throughout the service.
ASK –What does this outcome require? DocumentationWhat doesn’t it require? Demonstration of how the values, objectives etc. are implemented, nor a judgement about the quality of the content of such documentation.
Home Care Common StandardsRefer to expected outcome 2.2 - AssessmentEach service user participates in an assessment appropriate to the complexity of their needs and with consideration of their cultural and linguistic diversity.
ASK -What does this outcome require? Process and results for each consumer in participating in assessmentWhat doesn’t it require? Does not describe how an assessment should be undertaken or an expectation about the documentation.
NATSI Flexible Care ProgramRefer to expected outcome 1.3 – Review
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Slide Time Facilitator Information Resources
Each service user is monitored to ensure: service delivery occurs as planned, their needs are regularly reassessed and the care plan is updated in consultation with the service user to reflect any change in needs and service user preferences
ASK –What does this outcome require? Regularly talking to and observing the person to see if their needs have changed, the care plan is updated and care is delivered to meet the change in needs.What doesn’t is require? How the process will occur.
9 Focus of expected outcomesASK –What does the focus of an expected outcome do?
Helps clarify what the wording of the outcome, what it includes and does not include.
How do we know what the focus of the expected outcome is?Explicit and direct reference in the wording of the outcomes.E.g. “care recipients”, “service users”, “service provider must…”, “organisation must…”
• Outcomes vary in their focus –- Results to be achieved for care recipients- Results less directly related to care recipients- Systems and processes of provider and their service
10 10 mins Activity 1 – The meaning of the expected outcomesDivide participants into small groups.Allocate a standard or series of expected outcomes
Ask participants to discuss and identify:• Key words• Focus of the outcome
Standards handout
Highlighters
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Slide Time Facilitator Information Resources
Example:• Accreditation Standards 2.7 Medication Management – Key words - safe and correct; focus – care
recipient• Home Care Standards 3.5 Independence – Key words – Independence, supported, fostered,
encouraged; focus – service user• NATSI Flexi Care Standards 1.5 Information – Key words - informed, choices, rights and
responsibilities; focus – service user
Discussion as whole group:ASK –Was it difficult to identify the key words and focus?What is the benefit of doing it?
Identifying the key words and focus enables you to identify what information (processes and practices) a service may have to demonstrate to meet the outcome (for example that medication practices are safe and correct).
11 Links between expected outcomes• Many processes interrelate in the management of care and service delivery for consumers.• Many expected outcomes relate to other expected outcomes within the same Standard and in
different Standards.• Expected outcomes should be considered in an integrated and holistic way, not as an individual
component in isolation
Results and Processes guide or
Practices and Processes guide or
Quality Review for the NATSI flexible aged care program
12 10 mins Activity 2 – Linking expected outcomes Standards handout
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Slide Time Facilitator Information Resources
Activity 2Choose an expected outcome from the Standards.Divide participants into pairs and allocate one outcome to each pair.Ask each pair to identify what other expected outcomes may be linked to theirs and why.How do these outcomes impact on each other?
Ask pairs to feedback.ASK –How did you decide which outcomes were linked?How do these outcomes impact each other?If there is non compliance in one expected outcome and the expected outcome links to other expected outcomes, what do you think this means?
Clarify if needed.
Results and Processes guide or
Practices and Processes guide or
Quality Review for the NATSI flexible aged care program
13 5 mins Guiding principles for assessing the Aged Care StandardsASK – has anyone been involved in a quality assessment? What was your experience of the process?
When undertaking a quality assessment against the Standards the following is considered:.
There is no prescribed way to operate• Standards intended to provide structured approach• Standards provide clear statements of expected outcomes
AACQA
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Slide Time Facilitator Information Resources
• Expected outcomes are generic and can be addressed by each service individually• Services respond to expected outcomes based on the characteristics of their service• Services should demonstrate their commitment to address needs, preferences and rights of
consumers• Commitment is demonstrated by how providers plan and deliver care and services
Focus should be on consumers• What is the impact of the care and services on the consumer
The standards address results, practices and processes• Service performance Is based on systems of interrelated processes• Effective systems and processes provide continual quality service• Results measure effectiveness of processes and demonstrate outcomes for consumers
Open and transparent process• Providers informed about the assessment process• Information, training and resources is available
14 10 mins Quality Agency’s approach to gathering information during a site visitA range of relevant and accurate information is used by quality surveyors to form a view of the service’s performance against each of the expected outcomes.
Quality surveyors work with services to gather information. Services are responsible for providing an appropriate range of relevant and accurate information.
When undertaking a site visit for the purpose of a review or assessment, information is obtained from three key sources:
ASK –
Quality Surveyor Handbook
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Slide Time Facilitator Information Resources
How would information be obtained using those sources?
• Interviews – Talking with consumers, their representatives, managers, coordinators, staff, volunteers, external providers or contractors
• Observations – Use of the five senses – what is seen, heard, smelt, touched and maybe taste; condition of the premises; processes undertaken (e.g. medication rounds, meal service, interactions with recipients)
• Documentation – Paper or electronic records such as consumer files, medication charts, education records, police check records, minutes of meetings, continuous improvement plan, CI logs and forms, comments and complaints, information for consumers (brochures, agreements, statements, handbook, newsletter), documents used by staff (policies and procedures, work instructions and manuals), forms for data collection and assessments, audits, key performance indicators (KPI’s), food safety, WH&S, fire, reports).
ASK –How do you know if something is factual?For information to be useful it must be factual – relevant to the expected outcome(s) being assessed and accurate; is based on facts (something that is known or proved to be true).
ASK –Why is corroboration important? Checking/validating all gathered information to confirm its usabilityHow might information be corroborated?The best corroboration involves checking at least two of the three sources of information available during an assessment: observation, interviews and documentation review.It may involve:• interview information corroborated by documents• findings from the document review corroborated by observation and/or interview• managers’ statements corroborated by interviews and/or documents
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Slide Time Facilitator Information Resources
• observation of recipient care corroborated by interviews and/or documentation• several interviewees giving the same or similar information
ASK –Does anyone know what sampling is?A representative sample of the people using, managing, and working at the service, to review the records of a cross-section of consumers and to review a cross-section of other available records, documentation and information sources.
How does sampling ensure information is gathered from and about an appropriate cross section of consumers and staff?
Quality surveyors think about how to sample relevant information to support their assessment – that is, how many and which consumers or their representatives to interview, how many and which resident files/records to review, how many and what other documents to review and where, what, where and when to make observations.
By doing this quality surveyors gain a broader picture of the service’s operation, the usual performance of the service and the impact on consumers.
15 20 mins Activity 3 – Unpacking the expected outcomesSmall group activity (or can be run as a whole group activity if limited numbers)This small group activity is designed for participants to unpack an expected outcome and identify which information could demonstrate the expected outcome is met.
Divide participants into small groups and allocate an expected outcome to each group. Provide each group with three pieces of butchers paper headed: Interview, Observation and
Results and Processes guide
Practices Processes guide
Quality Review for the NATSI flexible aged
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Documentation.
Each group is to identify the key words in the expected outcome then brainstorm what information could be used to demonstrate how the expected outcome is met – eg who to interview, what to observe, what documents to review.
Each group to feed back to whole group.Everyone may contribute to the overall information.
ASK –What were some of the benefits of doing this activity? What did you learn?
Key messages:• Importance of wording of the expected outcome and ensuring information is relevant.• Wherever possible, gather information from three sources of information and corroborate
information.• Links to other expected outcomes.• Importance of consumer feedback to provide information on satisfaction with care and services
provided
care program
Standards handoutButcher’s PaperMarkers
16 5 mins Forming a view – Met/Not metNote: NATSI Flexible Care Program has recommendations or Met, Partial met and Not met
The Quality Surveyor’s task – assessing and reporting against the StandardsQuality surveyors follow a nationally consistent methodology to form a view about the service’s performance. Information is gathered and corroborated (checked) through observations, interviews and
Quality surveyor handbook
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document review. Conclusions must be fair, balanced and free from bias.
During the assessment process, Quality surveyors keep in mind the following Quality Agency’s guiding principles for assessment:• There is no single prescribed way for services to operate• The focus should be on consumers• Standards address results, practices and processes• Transparency
Forming a viewThe assessment team use the Quality Agency’s national consistent methodology to form a view and make a finding about the service’s performance against the Standards.
All information used to form a view must be:• Competent - valid and reliable - useful and reliable; consistent with actual events and practices; obtained
from reliable sources (corroboration from more than one source increases assurance of reliability of the information)
• Sufficient - adequate in terms of both quality and quantity for the assessment team to draw accurate and credible conclusions
• Relevant - related to current practice and current consumers
The assessment team consider:• Results first – tangible outcomes for consumers• Systems and processes• The quality and quantity of available information
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• Weigh up all the evidence to make a finding
Where there is conflicting information regarding a particular outcome, the assessment team compare and discuss the relative weight of the information. The team must base its findings on reliable and relevant information. Does the evidence support the conclusion that the required standards are met or not met?
ASK –Why is knowing this information beneficial?Assists in understanding how assessments are undertaken and what information can be used.
17 5 mins What is your role in the assessment process?ASK –What was your experience?What was/is your role?• It is important you understand your role and how your work contributes to helping the service meet
the needs and preferences of consumers and demonstrating performance against the Standards. Working as a team is crucial.
• Don’t be concerned about speaking with quality surveyors; they understand errors and mistakes can and will be made, it is how quickly these are identified and dealt with that really counts.
Why is it important staff have an opportunity to contribute to the assessment process?• Staff play a major role as they are directly involved in providing care and services.• Staff are the experts within the serviceKey message
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• The quality surveyor team will want to speak with as many people as possible so the aged care service can showcase what, why and how they do things and the outcomes that are being achieved.
18 5 mins Self AssessmentRefer to self-assessment fact sheetResidential – The approved provider must, before or during the site audit visit give self-assessment information for the service (written information that demonstrates performance against the Standards) to the assessment team.Home care – The approved provider must, during a site visit give self-assessment information for the service (written information that demonstrates performance against the Standards) to the review team.
Discuss as needed.
Service providers www.aacqa.gov.au/for-providers
Quality Agency Principles, 2013
19 5 mins ResourcesProvide an overview of the key resources and websites.
On AACQA website:• Other modules available• Workshops• Online fact sheets• Quality Standards Newsletter
20 10 mins Learning and reflections
ASK – Does anyone have any questions about what has been covered during this session?Clarify any areas if needed
Small post-it notes to capture key learning
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Revisit learning outcomes:• Describe the relevant Standards and expected outcomes.• Describe how Quality Surveyors conduct assessments.• Explain how to demonstrate performance against the Standards
ASK• Participants to name two (2) key things they learnt from their participation in this session.• How can they use this learning in the workplace?
Thank participants for their participation in the session.
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