Module 1.5 Consumer dignity and choice - Facilitator guide

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-0140 v15.0

Qassist Module 1.5 – Consumer dignity and choice2

Contents

What is Qassist?......................................................................................................................5

Accessing Qassist learning modules and fact sheets..............................................................5

Foundation modules.................................................................................................................5

Case management modules....................................................................................................5

Foundation modules.................................................................................................................6

Case management education programs..................................................................................6

Qassist fact sheets...................................................................................................................7

Consumer guides.....................................................................................................................7

Using the Qassist learning modules and fact sheets in the workplace...................................8

How to use the facilitator’s guide.............................................................................................9

Module 1.5 – Facilitation information.....................................................................................10

Facilitator’s resources and references...................................................................................11

Module 1.5 – Consumer dignity and choice...........................................................................12

Attachments:

Activity 4 – William’s Story

Qassist Module 1.5 – Consumer dignity and choice3

What is Qassist?

Qassist is our regulatory compliance assistance education program. This program and related learning modules are designed to support the aged care sector to improve compliance and consumer outcomes.

Accessing Qassist learning modules and fact sheets

The learning modules and fact sheets fall into two broad categories that inform our compliance assistance program and resources – Foundation modules and Case management modules.

Foundation modules

These modules are designed to provide the sector with an understanding of the regulatory system and its requirements.

These modules provide the foundation for getting to know the Quality Agency, the aged care standards, continuous improvement, risk in aged care, consumer dignity, choice and feedback. They are targeted at everyone in the sector. While these foundation modules have been designed for compliance assistance purposes as part of our case management responses, they can be used by providers as part of their internal staff training and resource provision as required.

The foundation learning modules include a facilitator guide, presentation resources and associated fact sheets. All of these modules are available for download on our website www.aacqa.gov.au .

Case management modules

These modules are focused on supporting services to address non-compliance and are specifically designed to support our regulatory case management and monitoring activity.

These modules are only available as Quality Agency facilitated programs through our compliance assistance education program. To apply for compliance assistance education support you can submit an expression of interest (EOI) on our website. Please note compliance assistance education is provided subject to eligibility criteria. For further details on compliance assistance education go to 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

Qassist Module 1.5 – Consumer dignity and choice4

Foundation modules

UNDERSTANDING THE REGULATORY SYSTEM AND ITS REQUIREMENTS

Module 1.1 - Aged Care and Quality Agency overview

Provides the opportunity to explore the big picture and the changing environment of aged care where consumer choice and control is the focus. The module also includes the Quality Agency’s regulatory functions and how quality assessment is undertaken.

Module 1.2 - Getting to know the Standards

Provides an overview of the meaning and intent of the aged care Standards, together with an introduction on demonstrating performance and continuous improvement against the Standards.

Module 1.3 - Continuous improvement

Addresses the importance of continuous improvement being undertaken in collaboration with consumers and staff especially in the areas of demonstrating outcomes for consumers, staff and the service.

Module 1.4 - Understanding risk

Addresses risk management in an aged care context and how to approach managing risk while supporting consumer choice.

Module 1.5 – Consumer dignity and choice

Addresses consumers’ right to privacy, dignity and choice in aged care and provides an overview of the legislation and principles that provide the sector with guidance on consumer dignity and choice.

Module 1.6 – Using consumer feedback

Provides practical strategies to facilitate consumer and representative feedback and how it can be used to support service development, delivery and improvement.

Case management education programs

1. 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.

Qassist Module 1.5 – Consumer dignity and choice5

Includes ongoing assessment and planning and a person centered approach to risk. These modules are targeted at both frontline staff and management and are currently only available through our case management processes.

Qassist fact sheets

Module fact sheets are available to support on the job or workplace based learning for staff.

The fact sheets contain a summary of the key information related to the module topic on the front page and suggested learning activities and questions to support personal exploration of the topic or group discussion on the back page. You can use this in a variety of ways and we encourage you to be creative. Use the factsheets to brainstorm with as many people as you can whether it is through a staff meeting, toolbox talks or in training sessions. More tips on using the resources in the workplace are detailed shortly.

Qassist factsheets are available for all the Qassist modules as listed below:

UNDERSTANDING THE REGULATORY SYSTEM AND ITS REQUIREMENTS

1.1 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

Qassist Module 1.5 – Consumer dignity and choice6

• Consumer guide to quality review• Consumer guide to continuous improvement

Using the Qassist learning modules and fact sheets in the workplace

The ways Qassist can be used are wide and varied. Facilitators are encouraged to be creative when deciding how best to use the resources to meet the learning needs. The following three steps may assist in using the learning modules and fact sheets.

Step 1 – Identify learning needs Consider the core skills and knowledge required to achieve both individual and organisational goals in the areas of:

• Consumer focus • Quality assessment• Understanding the regulatory framework• Requirements for compliance

Consider the following questions to assist in identifying the learning needs:

• How can effective performance in these areas be achieved? • What skills and knowledge need to be developed and by whom? • Are there specific knowledge gaps that need to be addressed?• Has there been any new legislation, policies or procedures introduced?• Are there any performance or work health and safety issues?• Are there any new staff members

Step 2 – Develop a learning plan based on these identified needs. This could be individual or group based, job role specific or service/organisation delivered, dependent on the needs.

Consider the following questions when developing a learning plan:

• How does formal and informal learning currently happen in your workplace? • Which of the following is available – on-the-job through buddying and mentoring, off-the-job,

network based, formal workplace sessions (e.g. lunchtime ‘hot topic’ discussions)? • How do people prefer to learn? • What is the priority for learning?• What does the training need to achieve – what will be the impact in the workplace?• How will you determine the effectiveness of the training?• What resources are available? Training facilities, presenters, subject matter experts• Do you have a training calendar?

Qassist Module 1.5 – Consumer dignity and choice7

Step 3 – Review the Qassist learning modules and fact sheets, select the ones that will address learning needs, customise for the session, prepare for the learning session and facilitate the session.It can be a good idea to consider using a reflective practice model as part of your learning approach. For example, by exploring these three key questions:

Suggestions for implementing Qassist in your workplace:

• Incorporate different Qassist modules into your workplace induction program. • Select modules to meet identified learning needs.• Use different fact sheets as a focused 10-15 minute ‘tool box sessions’.• Schedule modules as an agenda item at staff meetings. These short and focused sessions will

get staff on the same page, quickly and efficiently. • Link 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 guide

This 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

Qassist Module 1.5 – Consumer dignity and choice8

For example

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 1.5Whiteboard or

flipchart

Qassist Module 1.5 – Consumer dignity and choice9

Module 1.5 – Facilitation information

Aim The aim of this session is to support consumers’ right to dignity and choice in aged care service delivery. Service environments, staff and organisational practices can unintentionally impact negatively on consumer choice and dignity. The module also includes an overview of the legislation and principles that provide the sector with guidance on consumer dignity and choice.

Learning outcomesAfter actively participating in this session, participants will be able to:

• Explain individuals’ rights, needs and preferences in relation to privacy, dignity and the relationship with choice and control for consumers.

• Identify how the environment, work practices and staff behaviour may impact on privacy, dignity and choice and control.

• Explain ways to ensure each individual’s right to privacy, dignity, and choice and control over their lives is respected.

Target audienceThis session is designed for management and staff who are working in residential and home care services as well as those who are new to the aged care industry.

Session overviewDuration approximately 100 minutes

Time Session content/activities/notes

10 mins Introduction

10 mins What the words mean

15 mins Dignity – Little things make a big difference (YouTube video)

10 mins Activity 1 – The meaning of the expected outcomes

5 mins Activity 2 – The Charters of Care Recipients’ Rights and responsibilities

20 mins Activity 3 – Enabling consumers and ‘dignity of risk’

15 mins Activity 4 – William’s story – Part 1 and Part 2

15 mins Activity 5 - 10 Dignity Principles and ‘what can be done differently’

5 mins Learning and reflection

Qassist Module 1.5 – Consumer dignity and choice10

Facilitator’s resources and references

Session Plan

The session plan contains detailed information relating to the topic, discussions and activities. The session plan guides the facilitation of the session and assists the facilitator in relation to content, timing and resources the PowerPoint presentation is used as guidance for facilitators and does not contain as 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.

A note about language– care recipients …consumers… residents…clients….elders….citizensIn aged care, there are a range of terms used to describe people that access aged care services. In these modules, we use the term ‘care recipient’ when there is a direct reference from the legislation for example in principles of the Standards and the expected outcomes. For all other references, we use ‘consumers’ regardless of the service delivery context. Your service may use other terms that are appropriate to the service delivery or cultural context. Substitute for what is most appropriate for the target audience you are delivering the session to.  

Module 1.5 ResourcesEnsure you have the following resources:

• Session specific- YouTube video Dignity – Little things make a big difference - Accreditation standards or Home Care Common Standards handout- Charter of Rights and Responsibilities for Residential care services or home care services- Fact sheets- PowerPoint presentation – Consumer dignity and choice (including printed copies with

note taking area to be provided to participants)• Laptop• Data projector• Flipchart paper • Highlighter pens• Whiteboard markers

References• User Rights Principles 2017 – Charter of care recipients’ rights and responsibilities – Schedule 1

residential care, Schedule 2 - home care. • Practices and processes guide, November 2015. AACQA – https://aacqa.gov.au• Results and processes guide, October 2014. AACQA – https://aacqa.gov.au• Accreditation Standards, Home Care Common Standards• 10 Dignity Principles (source: Department for Communities and Social Inclusion, South Australia)

Qassist Module 1.5 – Consumer dignity and choice11

Session planModule 1.5 – Consumer dignity and choice

Slide Time Facilitator information Resources

1 5 mins IntroductionNB: be aware of using acronyms, terminology and/or specific sector language during the session. Some participants may be new to the sector.• Welcome• Acknowledgement of country (I would like to begin by acknowledging the Traditional Owners of the land on

which we meet today. I would also like to pay my respects to Elders past and present)• Introduce topic• Quick Ice Breaker (name, how long people have been working in the sector, how long took to get here,

previous job).

2 5 mins Learning outcomesGo through the learning outcomes for the session. Clarify what will be covered if needed.• Explain individuals’ rights, needs and preferences in relation to privacy, dignity and the relationship

with choice and control for consumers• Identify how the environment, work practices and staff behaviour may impact on privacy, dignity,

choice and control• Explain ways to ensure each individual’s right to privacy, dignity, and choice and control over their

lives is respected.

Emphasise this may not be new information for participants but is a good opportunity to reflect on your current processes and practices and how they impact on consumers right to dignity and choice.Inform participants that the session is designed to be interactive and their active participation will

Qassist Module 1.5 – Consumer dignity and choice12

Slide Time Facilitator information Resources

increase their learning.

3 5 mins What the words meanBriefly go through each word and their meaning –

Dignity• treating someone with respect in a way that honours their cultural and community background, values and

beliefs• being respected for who you are as a person• being treated fairlyPrivacy – the condition of being private; seclusion, secrecyChoice• the power of choosing• the right to determine how care and services are providedControl• to exercise restraint or direction over;• dominate• commandConfidentiality – the state of keeping, or being kept, secret or private

ASK –Why are these words important?What is the relationship between privacy and dignity? Choice and control?What is the difference between choice and control?Do consumers in your workplace have both choice and control?

Home Care Today

Qassist Module 1.5 – Consumer dignity and choice13

Slide Time Facilitator information Resources

Key messagesDignity and respect are key human rights principles.Consumers have managed their own lives for a long time. They should be able to continue to manage their own life by having control over the care and support they receive. This requires the provision of, and assistance to access, information about all of the possible options that enable consumers to build the care and services that supports them to live the life they want (Source: Adapted from the Home Care Today website).

3 5 mins Understanding DignityBeing treated with dignity is something we all want. We want to be included, listened to and treated with respect.

ASKWhat does dignity mean when we are doing our work in aged care? What sorts of things do we want to see and what things should be avoided?

Key messagesDignity is concerned with how people feel, think and behave in relation to the value of themselves and others. To treat someone with dignity is to treat them in a way that is respectful of them and as valued individuals. In a care situation, dignity may be promoted or lessened by the physical environment, organisational cultures, attitudes and behaviour of the care team or others. When dignity is present, people feel in control, valued, confident, comfortable and able to make decisions for themselves

(Source: Dignity in Care, Department for Communities and Social Inclusion SA).

Dignity in Care SA

4 15 mins Video: Dignity – Little things make a big difference – video 7 mins Little things make a

Qassist Module 1.5 – Consumer dignity and choice14

Slide Time Facilitator information Resources

(NB: if there is no access to the video see next section and have a group discussion)To understand dignity it can help to remember the feelings we have had when things haven’t gone so well for us personally.Access the video “Little things make a big difference” (You Tube)The video plays for 7 mins.

Ask participants to consider, while they are watching the video, how this relates to the way they provide care and services for consumers.

After the videoASK –• Has anyone had a personal experience where things haven’t gone so well?• What were the key messages in the video?• The video was about dignity – how does it also relate to privacy, choice and control?• What do you think your organisation does well around these aspects?• What areas do you think could be improved (either process or practice)?

Key messagesDignity is concerned with how people feel, think and behave in relation to the value of themselves and others. To treat someone with dignity is to treat them in a way that is respectful of them and as valued individuals. In a care situation, dignity may be promoted or lessened by physical environment, organisational cultures, attitudes and behaviour of the care team or others. When dignity is present, people feel in control, valued, confident, comfortable and able to make decisions for themselves

(Source: Dignity in Care, Department for Communities and Social Inclusion SA).

big difference

Video 7 mins

Qassist Module 1.5 – Consumer dignity and choice15

Slide Time Facilitator information Resources

4 If unable to access the video - “Little things make a big difference”To understand dignity, it can help to remember the feelings we have had when things haven’t gone so well for us personally.

ASK –Can anyone think of any examples?Add (if not covered) the following example:• You were on the toilet, failed to lock the door and someone walked in on you• Someone shouted at you in front of a group of people• You were made to eat liver when you absolutely hate it• You were ignored, talked over and not listened to when you wanted to suggest something• You are in hospital and needed help to eat or drink. Your meal is left on a tray and quickly goes cold.

Someone else comes around, assumes you are not hungry and takes the tray without asking you.(Source: Adapted from YouTube video Little things make a big difference)

DiscussionFacilitate a discussion around how these examples relate to dignity.

ASK –• How would these situations make you feel (e.g. embarrassed, powerless, bullied, self-esteem is

effected, loss of confidence)?• Has anyone had a personal experience where things have not gone so well for them?• These examples relate to dignity – how do they also relate to privacy, choice and control?

Key messagesSometimes when we are in a rush, we don’t think things through properly or think about the effects our behaviour or actions can have on others.It wouldn’t take much to change things to ensure everyone’s dignity is maintained – just a bit of thought

Qassist Module 1.5 – Consumer dignity and choice16

Slide Time Facilitator information Resources

about what we say and do.

You all have a role to enhance dignity of others. Dignity is a human right.Think about other people’s dignity and what you can do to maintain it at all times.

5 - 6 10 mins Activity 1 – The meaning of the expected outcomesThere is legislation in place around privacy, dignity, choice and control.

ASK –Can anyone name any relevant legislation?

• The Standards that apply to residential care services and home care services (Quality of Care Principles 2014).• Privacy Act 1998• The Charter of Rights and Responsibilities (User Rights Principles 2014)• Human Rights• Anti-Discrimination (various State based legislation)

ActivityHandout the Standards relevant to participants.Divide group into two or four (depending on size of group) and allocate one expected outcome to each group

Accreditation Standards: Expected outcomes 3.6 Privacy and dignity, 3.9 Choice and decision makingHome Care Common Standards: Expected outcomes 3.1 Information provision, 3.2 Privacy and confidentialityNATSI Flexi Expected outcome 1.2 Care planning, 1.5 Information provision Expected outcome 1.5 – Each, fully informed

User Rights Principles 2014 – Schedule 1 & 2

Accreditation Standards Home Care Common Standards

NATSI Flexi program standards

Butchers paper

Results and processes Guide

Practices and Processes Guide

Qassist Module 1.5 – Consumer dignity and choice17

Slide Time Facilitator information Resources

In group:• Read the principle for the relevant standard• Read the expected outcome• Identify the key words in the outcome and record on butchers paper• Are there any other expected outcomes where privacy, dignity, choice and control are relevant?• Discuss how their workplace can demonstrate it has met the requirements of the expected outcomes• Are there any areas that require improvement?

Discuss findings as a whole group.

Key messageWording - The wording of the expected outcomes all include “each”, this means every consumer.

Accreditation Standards:Expected outcome 3.6 – Each, recognised, respectedExpected outcome 3.9 – Each, participates in decisions, enabled to exercise choice and control, while not infringing on the rights of others

Home Care Common Standards:Expected outcome 3.1 – Each, provided, appropriate, assistExpected outcome 3.2 – Each, respected

NATSI FlexiExpected outcome 1.2 – Each, documented, needs, preferences, maintain privacy, dignity, individualExpected outcome 1.5 – Each, fully informed

Other expected outcomes related to these concepts includeAccreditation standards - 1.4 Comments and complaints, 1.8 Information systems, All expected outcomes in standard two and three as poor or inappropriate promotion of privacy and dignity will impact on the consumer’s experience of care and service delivery, 4.4 Living environment.

Qassist Module 1.5 – Consumer dignity and choice18

Slide Time Facilitator information Resources

Home care Common Standards – 1.3 Information management systems, 1.2 Regulatory compliance, all other expected outcomes as poor or inappropriate promotion of privacy and dignity will impact on the consumer’s experience of care and service deliveryNATSI Flexi – 1.3 Review, 1.4 Clinical care, poor or inappropriate promotion of privacy and dignity will impact on the consumer’s experience of care and service delivery

Demonstrating performance against these expected outcomes - how people are addressed and spoken to, the living environment (residential care), consumer directed care and decision making, consumer involvement and feedback, care and service delivery options and choices, staff training.

Areas for improvement - prompt reflection and discussion about personal behaviours and language eg calling someone “love” or “dear”. Leaving the door open or not drawing the curtain, leaving food and drinks that are out of reach.

7 5 mins Activity 2 – The Charter of RightsFacilitated group discussionRefer to or provide a copy of the relevant Charter from the User Rights Principles 2014.

ASK –• Who has seen this before?• Do you know where to find it?• Do your consumers know where to find it?• Is it handed out to new consumers and does someone take time to discuss and explain how the

Charter is adhered to?• How does the Charter support dignity and choice?

Key messagesRead out some of the specific clauses that relate to dignity and choice.The Charter’s provide another reference point for consumer rights to dignity and choice.With consumer rights there are also consumer responsibilities.

User Rights Principles

Charter of Recipients' Rights and responsibilities - Residential care

Charter of Care recipients Rights and responsibilities - home care

Qassist Module 1.5 – Consumer dignity and choice19

Slide Time Facilitator information Resources

8 15 mins Activity 3 – What do you do?Divide participants into pairs or small groups.

Each pair/group is to identify three things they do to ensure consumers are enabled to exercise:• Privacy• Dignity• Choice• Control

Examples may be for an individual consumer, groups of consumers or a process.Responses to be recorded on butchers paper

Discuss responses as a whole group.

Butchers paper

9 5 mins Dignity of riskASK –Has anyone heard of dignity of risk?

Respecting each individual’s autonomy and self-determination (or dignity) to make choices for themselves.The right to take risks when engaging in life experiences, and the right to fail in taking these.

ASK –Does anyone have an example of when a consumer has made a decision which was not consistent with

Qassist Module 1.5 – Consumer dignity and choice20

Slide Time Facilitator information Resources

a health professional’s advice?

Examples may include: consumer living in their own home chooses to use their home care package for transport assistance and social support rather than the management of a complex wound on their leg consumer with swallowing difficulties continues having a normal diet contrary to the recommendations to be on a soft diet

• How was this handled?• What was the outcome?• Are there any considerations that may need to be made? (risk to others, serious injury)

10 15 mins Activity 4 – William’s storyThis activity can be done in small groups or as a whole group.

Read through the story or hand out copies of Part 1 of William’s story.

ASK –• What would you do if you had heard this story at your service?• What could be done differently to ensure William did not feel the way he did?• What needs to be considered around dignity, choice and control for William?• Why should we consider how a person might respond to an event that affects how they are

perceived by others?

More to the story - read out Part 2 of William’s story.

ASK

Activity 4 - Handout - attached at end of session plan

Part 1 only

Part 2

Qassist Module 1.5 – Consumer dignity and choice21

Slide Time Facilitator information Resources

• What does this additional information add to the story?• Does it change anything from the previous discussion?

Key message• Do our policies and practices emphasise that we should always try to see things from the

perspective of the person using the service?• That we should always take time to understand and know the person – their previous lives and what

is important to them

11 5 mins 10 Dignity Principles

Read out the 10 principles. Source: Department for Communities and Social Inclusion, SA1. Zero tolerance of all forms of abuse.2. Support people with the same respect you would want for yourself or a member of your family.3. Treat each person as an individual by offering a personalised service.4. Enable people to maintain the maximum possible level of independence, choice and control.5. Listen to and support people to express their needs and wants.6. Respect people's privacy.7. Ensure people feel able to complain without fear of retribution.8. Engage with family members and carers as care partners.9. Assist people to maintain confidence and positive self-esteem.10. Act to alleviate people's loneliness and isolation.

ASK –Has anyone seen/heard of these principles before?The principles form part of the Dignity in Care program and aims to change the culture of care services by reinforcing the importance of treating people with dignity and respect.

Qassist Module 1.5 – Consumer dignity and choice22

Slide Time Facilitator information Resources

12 10 mins Activity 5 – What can be done differently?In pairs:• Identify one thing you can do differently in workplace• Consider special needs groups - CALD, LGBTI, ATSI, war veterans, disability• Record on butchers paper• Consider how will make change occur? Is it a personal practice or does it require a change in policy

or process, wider staff training?

Key messages• Involve people in service planning and show respect for their views by putting their ideas and

suggestions into action.• Is the culture about caring for people and supporting them rather than being about ‘doing tasks?

Provide a service that revolves around people, not around services or task.• Do policies and practices emphasise that we should always try to see things from the perspective of

the person using the service?• Value the time you spend supporting people with decision-making as much as the time you spend

doing other tasks.• Provide opportunities for people to participate as fully as they can in all aspects of life, including

care, leisure, socialising and citizenship.• For those consumers with cognitive or communication difficulties in decision making, gather the persons’

previous history, preferences and habits; these can be used by staff to support choices consistent with the persons character (Randers and Mattiasson 2004).

• Do the consumers we support enjoy the same level of input to the way their lives are lived as does everyone else?

• Don’t assume you know what consumers want because of their culture, ability or any other factor – always ask.

• Respect privacy when people have personal and sexual relationships, with careful assessment of

Qassist Module 1.5 – Consumer dignity and choice23

Slide Time Facilitator information Resources

risk.• Provide space for private conversations.(Source: adapted from Dignity in Care Principles, Department for Communities and Social Inclusion, SA)

13 ResourcesThroughout session have referred to a number of resources including:• Practice and Processes guide – Home Care• Results and Processes Guide – Residential Aged Care• Australian Aged Care Quality Agency• Australian Government Department – Health• Aged Care Complaints Commissioner

14 5 mins Learning and reflectionsASK –Does anyone have any questions about what has been covered during this session?Clarify any areas if needed.

Revisit learning outcomes:• Demonstrate an increased awareness of individuals’ rights, needs and preferences in relation to

privacy, dignity and the relationship with choice and control for consumers

• Identify how the environment, work practices and staff behaviour may impact on privacy, dignity, choice and control

• Explain ways to ensure each individual’s right to privacy, dignity, and choice and control over their lives is respected

Qassist Module 1.5 – Consumer dignity and choice24

Slide Time Facilitator information Resources

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.

Qassist Module 1.5 – Consumer dignity and choice25

Activity ResourcesIf relevant, include copies of handouts/activity resources, other references/extracts.

ACTIVITY 4 – PART 1 - William’s Story

William lives in a retirement village that provides independent living and respite services. William had a stroke eight years ago and is blind. His wife Molly is usually his carer.

William was in respite for two weeks recently while Molly recovered from being hospitalised. On the night of her hospital discharge, their daughter took William to visit Molly so he would be reassured that she was home. When he arrived at home, Molly pointed out that he had his shirt (a polo shirt) on inside out and that he hadn't shaved. He responded by saying 'They don't know how to look after me in respite. I'll come home.'

Molly explained that she was still too weak to resume caring for him and needed another week to recover. William was very unhappy on the journey back to the respite unit and said to his daughter, "I'm just a burden on everyone. They don't know how to care for me and I've become too much for your mother and now she's sick. This is no way for a man to live. I want to die".

PART 2 - William’s Story

William comes from an era when men went for a Sunday drive wearing a shirt and tie. A normal morning routine was always to shower, shave and dress well.

Personal presentation was important, particularly if you were expecting guests.

Sitting in the common room of the respite service meant there would be many 'guests', be they other consumers, or their visitors or staff.

How did these people perceive this unshaven man with his shirt on backwards?

Did they think of him as someone with dementia or some other mental health problem?

He has neither condition; he still has an active mind and is a great conversationalist.

The staff at the retirement village are all very friendly and supportive, but no one had taken the time to help William to adjust his shirt, or to plug in his shaver, turn it on and put it in his hand.

They may not have anticipated how five minutes of support to ensure 'Dignity in Care' for William would have avoided his expressing a wish to end his life.

Considering the dignity of the person and treating them as we would wish to be treated ourselves must underpin everything we do.

(Source: Adapted from Dignity in Care, Department for Communities and Social Inclusion SA)

Qassist Module 1.5 – Consumer dignity and choice26