成果報告書

介護人材養成プログラムのグローバルスタンダード構築に向けたモジュール化プロジェクト
平成 26 年度文部科学省委託事業「成長分野等における中核的専門人材養成の戦略的推進」事業

平成 27 年 2 月

学校法人敬心学園（事業責任者

日本福祉教育専門学校
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.?3<9;B9>8-36=0.E×ȡ òîśƴÂThe Outline of Research Visit from Japan in Australia in October, 2014
Prof. Keiichi Yoshimoto (Kyushu University)
1

Oversea joint research for three sub projects supervised under Global Consortium
for Tertiary Education and Stakeholder coordinated by Kyushu University (steeredby Prof. Keiichi Yoshimoto)
1.1

Three sub-project1.1.1 The project for national qualifications frameworks and tertiary vocational education
coordinated by Prof. Yoshimoto (Kyushu University)
1.1.2 The project for module program development for long-term care professionals
coordinated by Mr. Mitsutoshi Kobayashi (President, Keishin Gakuen)
1.1.3 The project for module program development for culinary and food industry
professionals steered by Mr. Tetsu Nakamura (Principal of Nakamura Culinary
School)1.2

2

Global Consortium commissioned by MEXT
Ministry of Education, Culture, Sports, Science and Technology (MEXT) has lunchedpolicy-oriented project, Strategic promotion program for middle-level professionals
in growing sectors since 2011. MEXT invites tenders by joint-group of tertiary
education institutions every year. The project is one of top priority areas on f life-longlearning policy bureau, and it is requiring a pilot project to develop a model ofvocational-focused education program, particularly both for initial needs and forrecurrent learning needs, under the relationship among institutions, related industrial
sector and organizations. Kyushu University is commissioned one consortium since2013 fiscal year and now under the consortium, five field-specific sub projects under
the consortium are active to develop vocationally focused education programs anddoing the research on NQFs and quality assurance of vocational education at tertiary
education level. These cover specific sectors of (1) business and management, (2)tourism, (3) culinary and food (4) long-term care. This consortium is in charge ofglobal dimensions, i.e., education and training for working under the globalisingsociety, and the globalization of the education and training system.

Major research questions
2.1

General frameworks for tertiary vocational education and training
2.1.1 How are the historical development of the frameworks AQF, training packages, andAQTF in short?
2.1.2 How do these frameworks support TVET sector institutions at tertiary educationlevel (ISCED1997 5A and 5B) developing their education programme?
2.1.3 How do you think these frameworks improve social recognitions of TVET sectors,
or parity of esteem compared with university sectors?

― 23 ―

2.1.4 Are there any evaluations of these framework both from policy side and fromresearch perspectives?
2.2

Government agencies and related organisations
2.2.1 What is the role of AQFC, ASQA and other governmental organisations andinstitutions both for standard setting of qualifications and quality assurance?
2.2.2 How are these functions achieved well? How are the current policy opinions andatmosphere for these agencies and related organisations?

2.3

Industry and Industrial skills councils
2.3.1 Future prospects of relevant industrial sector and needs for professionals and talent,in quantitatively and qualitatively?
2.3.2 Evaluation or opinions towards tertiary education institutions and RTOs in regardsof competencies
2.3.3 What is the role of industrial skills councils for developing training packages?
2.3.4 How are these functions achieved well? Are there adequate supports financially andfrom other aspects, from government and training institutions?
2.3.5 Who are joining these development and reforms of training packages? How is thesocial recognition on learning outcome oriented approaches?

2.4

Tertiary education institutions and RTOs
2.4.1 Good practices of education and training of these institutions and organisations ineach specific sectorial field. And what is the criteria of good practices in vocational
education?
Unique goals, program contents, didactics and pedagogy, teaching staff, orothers?
2.4.2 How are institutions and organisations approved as registered officially, in short?
2.4.3 How do they develop education programmes of certain qualification by using
training packages (TP) or by other needs and references not using TP? How arethese programmes approved?
2.4.4 Are these programmes in certain sectorial field similar among institutions or certain
levels of diversities?
2.4.5 What are discussed in associations or groups of institutions? How do they feel on
supports and control by government and related agencies?

2.5

Teaching staff for tertiary academic and vocational education (university and TAFE andRTOs)
2.5.1 What are the requirements of competencies for teaching staff, in university, TAFE
and RTOs?
Are there commonly understood notions on competencies? Are there similaror different among sectors?
How are scholastic, vocational, teaching and management competencies
assessed at the time of recruitment and promotions? Are there any
standardized criteria such as academic degrees and/or durations of relevant― 24 ―

work experiences, holding of any teaching qualifications?
2.5.2 How are these requirements fulfilled in each sector? Are there any research
evidences on teaching staff including full-time and part-time?
2.5.3 How are these profiles of teaching staff assessed from any public agencies andevaluated from industry and other stakeholders?
2.5.4 How have you developed training scheme of teaching staff for TVET? What aretraining and qualifications about?

3

Research team and the schedule in Australia
3.1

Research team-

Mr. Keiichi Yoshimoto, coordinator, Distinguished Professor, Kyushu University-,Mr. Mitsutoshi Kobayashi, President, Keishin Gakuen and Chairman of National
Association of Vocational Schools (group B)-

Mr. Tetsu, Nakamura, principal, Nakamura Culinary School (group A)-

Mr. Shin-ichi Hirata, President, Dai-ichi Hirata Gakuen (group B)-

Mr. Katsuhiko Kikuchi, senior director, Keishin Gakuen (group B)-

Mr. Hidefumi Shida, associate professor Kyushu University (group A)-

Ms. Akiko Kuroki, teacher, Nakamura Culinary School (group A)

3.2

shcedule
6 Monday October in Melbourne: Victoria University (Prof. Berwyn Clayton

and colleagues)
7 Tuesday in Melbourne: William Angliss Institute (A) , Chisholm
Institute(B) and ACPET
8 Wednesday in Adelaide: NCVER, AQFC(A) and Helping Hands(B)
9 Thursday in Adelaide: TAFE-SA, le Cordon Bleu and ANMF
10 Friday in Sydney: TDA, Service Skills Council (A),Community Service and Health Industry Skills council (B) and
Mr. John Hart
Arranged with assistance of Mr. Hugh Guthrie, Mr. Ron Mazzachi, and Mr. Phil
Loveder (gratitude)

4

Countries to be investigated other than Australia, and outlines of organizations tobe surveyed
4.1

Countries and regions to be surveyed
In 2013 project Australia, Korea, China, Scotland, Germany and USA
In 2014 project Australia, Korea, China, Malaysia, Thailand, Indonesia, New
Zealand, Finland, Ireland, France, Switzerland, and Germany

4.2

Organizations and institutions focused― 25 ―

4.2.1 Governmental or related organizations and institutions for1) Setting NQF defining qualifications, levels and descriptors2) Coordination on compatibility of NQF with international standard3) Quality assurance and control, and enhancement of NQF
4.2.2 - Industry or sector-wide bodies relevant to defining occupational competencies orskills standard and developing qualifications under NQF
4.2.3 - Professional education providers in tertiary education (including universities)
focusing learning outcomes for developing education programmes
4.2.4 - Experts and research institutions, government officials with a broad perspective ofthe qualification framework, TVET and tertiary education

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ppt32 ]Collaborative approaches to student
education at Helping Hand

Discussion
Overseas Visit
8th October 201408.10.14 Helen Loffler/Jan Van Emden

A brief overview
1. Helping Hand
2. Context
3. A collaborative approach
4. Outcomes

08.10.14 Helen Loffler/Jan Van Emden― 39 ―

Helping Hand

Established 1953

9 Residential sites – 800 residents
Independent Housing – 250 residents
Clients receiving help in their homes (at any one time) – 7000

Workforce (full-time, part-time & casual) – 1400
Volunteers - 400
Not-for-profit organisation

08.10.14 Helen Loffler/Jan Van Emden

Port Pirie
Jamestown
Clare

Residential
Central andNorthern
suburbs
Community Services
Housing plus
SRF’s

Port Lincoln

08.10.14 Helen Loffler/Jan Van Emden― 40 ―

Aged Care Services

Residential

Types of care and services

Low-Level Care
High-Level Care
Ageing in placeEnd-of-life care

Short-term care08.10.14 Helen Loffler/Jan Van Emden

Clients in Residential Aged Care
Clinically complex but
often hidden by homelike
appearance of aged carefacilities

08.10.14 Helen Loffler/Jan Van Emden― 41 ―

2014 Residential Aged Care

• Clients with behavioural
disturbance that cannot be
managed safely at home
• Symptoms of dementia and acuteconfusion• Mental health• Palliative pathways• Comprehensive care planning andassessment linked to funding tool
• Assessment and management ofdeteriorating client• Complex wound care

1 RN: 35 – 67 residents
MO not onsite

Hospital avoidance if
possibleMix of unlicensed workers
and licensed worker

Allied Health Services at Helping Hand

Podiatry

Physiotherapy

Occupational
Therapy

Dietetics

Health andWellbeing (Social
Work)

Speech Pathology

Exercise
Physiology

Transitional
Care Program(TCP)

Pharmacy

08.10.14 Helen Loffler/Jan Van Emden― 42 ―

Aged Care Services

At Home• Low – high care services provided in the home
• community nursing,• domestic assistance,• personal care,• food services,• home modification and maintenance,• transport,• community-based respite care08.10.14 Helen Loffler/Jan Van Emden

The current context
Helping Hand
Organisational
Plan 2011 - 2016

• “Provide transitional experiences forstudents into employment”

Increasing demand• Approx 3000 – 4000 requests forfor aged careplacement experience per year
work placements
Demand for anaged care skilledworkforce• Commonwealth funded programs toincrease partnership between
industry and education providers
08.10.14 Helen Loffler/Jan Van Emden― 43 ―

The collaborative approach
Industry

Education(VET/Tertiary)

Students

08.10.14 Helen Loffler/Jan Van Emden

Industry
Partnerships withtertiary/VET sector
education

Centralised facilitation
and aged care specific/inplace facilitation + staff“mentor” development

Educational programs topromote the clinicalcomplexity of aged careclientCentralised Coordination and Management

Data collection andevaluation – ongoingmodel development

08.10.14 Helen Loffler/Jan Van Emden― 44 ―

Helping Hand - Industry
Resources and Roles
Student Participation Manager 0.6FTE (R&D HH)
Jan van Emden
Interprofessional Facilitator/Lead 0.8FTE (R&D HH)
Helen Loffler
Student Care Worker Facilitator 0.5FTE (R&D HH)
Clem Brogan (CW)
Admin Support 0.2FTE (R&D HH)
Bianca Silvestri
Specific Discipline Clinical Facilitators
0.4FTE PT (UniSA) Rehab Clinic
0.4FTE Speech (FUSA/HH)
0.1 FTE EP (UniSA)

08.10.14 Helen Loffler/Jan Van Emden

08.10.14 Helen Loffler/Jan Van Emden― 45 ―

Student
Opportunities

Allied Health••••

Podiatry
Physiotherapy
Dietetics
Occupational Therapy

Speech Pathology
Exercise Physiology
Pharmacy
Social Work/Social Science
Dental Hygiene/Oral Health
Psychology
Business
Law

Nursing

Secondary School

Care Work (Cert III)08.10.14 Helen Loffler/Jan Van Emden

Student Activities

ClinicalStudent Clinics (Speech, EP, OT, Rehab PT)
Observational/IntroSpecialised CALD support
Projects – WHS/Health promotion
Research• Undergrad (incl honours)• post grad (Masters, PhD)
• Post Doctoral
08.10.14 Helen Loffler/Jan Van Emden― 46 ―

Engagement with students
Induction to prevent
misunderstandings

Matching clinicalobjectives to aged careexperience

IPL Activities

Integration of student
clinics

Project work

Pre and post placement
evaluation

Increased
student
requests for
HH

Increasedsatisfaction
withplacement

Improved
student
performancein aged care08.10.14 Helen Loffler/Jan Van Emden

IPE Activities
Educational Modules••••

Dementia
Dysphagia
Mobility
Medication

IP Supervision•••

Nursing/Pharmacy
Physio/Nursing
OT/Physio

Complex Case Review
Project Work08.10.14 Helen Loffler/Jan Van Emden― 47 ―

Engagement with operational staff
Mentor
Buddy program
Backfill

Identify clinicalissues

Allocation and
Rostering

Assessment support

Troubleshootstudent
performance

Provide “off floor”
clinical activities

Reducefatigue

Increase
capacity

Improved
supervisionquality

08.10.14 Helen Loffler/Jan Van Emden

Engagement with education providers

Collection of data forresearch

Feedback onplacement

Delivering clinicalassessment tools

Provision of allied
clinical supervisors

Collaboration anddelivery of aged carecomponents in someclinical courses

08.10.14 Helen Loffler/Jan Van Emden― 48 ―

Engagement with education providers

Course Advisory
Committees

Preparation of
students – aged careawareness website

Delivering clinicalassessment tools

ACS Quality Skills
Working ProjectGroup

Collaboration anddelivery of aged carecomponents in someclinical courses

08.10.14 Helen Loffler/Jan Van Emden

Is it worth it?
Outcomes for HH

Differences to our service
Student capacity
Student satisfaction
Influence on aged care training and education

08.10.14 Helen Loffler/Jan Van Emden― 49 ―

Additional episodes of service
Speech Pathology+500 additional episodes of service in 2013
Delivery of staff education sessions
EP
Community EP clinic
Residential Service with cognitively impaired clients
Rehabilitation Physiotherapy
Northgate and Ingle Farm TCP clients
Dental Hygiene+60 episodes of service
North Adelaide, Northgate and Mawson Lakes

08.10.14 Helen Loffler/Jan Van Emden

Differences to service
Project outcomes
Crushing of Medications
Medication Minimisation
Pedestrian improvements in North Adelaide
Clinical workload
Increased time available for residents
Additional clinical support – after initial time

08.10.14 Helen Loffler/Jan Van Emden― 50 ―

Student Capacity

08.10.14 Helen Loffler/Jan Van Emden

Student Capacity• Staff requesting more students in some areas• Sustainable clinical facilitation income (nursing)• Ability to sustain backfill of HH staff in supervision• Education providers become reliant on placement,
consequently negotiation ability improved
08.10.14 Helen Loffler/Jan Van Emden― 51 ―

Student satisfaction
Satisfaction rate of placement (by Profession)
100%
92%
90%

86%

85%

86%

82%

80%
67%

70%
60%
50%
40%
30%
20%
10%

0%

0%
OverallNursing

Physiotherapy

Pharmacy

OT

PodiatryEP

Telephone Interview – satisfaction rate
08.10.14 Helen Loffler/Jan Van Emden

Student satisfaction
Willingness to work in aged care in the future (by Profession)
100%
90%
80%

86%

83%
76%

83%

73%

70%

64%

60%
50%
40%
30%
20%
10%
0%

0%
OverallNursing

Physiotherapy

Pharmacy

Telephone Interview – willingness to work in aged care08.10.14 Helen Loffler/Jan Van Emden― 52 ―

OT

PodiatryEPIPL Activity Feedback – satisfaction rate
Satisfaction rate of IPL activity (by Profession)
100%

98%

95%
92%
90%

91%

90%
88%

88%

85%

83%

80%

75%
OverallNursing

Physiotherapy

Pharmacy

OT

PodiatryEP• Overall satisfaction of IPL activities was 90%.
• 96% students specified that facilitators were helpful,friendly and made the activity sessions interesting.
08.10.14 Helen Loffler/Jan Van Emden

Influence in aged care training andeducation
Clinical facilitation staff involved in delivery of tertiary training– Health of older adults– Context of Nursing: Aged Care
– School of Pharmacy– Exercise Physiology– Physiotherapy– Dietetics– Podiatry

Industry participation in validation of VET Cert III Aged Care
Increase in students requesting HH placement

08.10.14 Helen Loffler/Jan Van Emden― 53 ―

08.10.14 Helen Loffler/Jan Van Emden

Questions08.10.14 Helen Loffler/Jan Van Emden― 54 ―

Helping Hand の学生教育に対する協調的アプローチ

ディスカッション
海外視察
2014 年 10 月 8 日
08.10.14 Helen Loffler/Jan Van Emden

概要
1. Helping Hand について
2. 現状
3. 協調的アプローチ
4. 成果

08.10.14 Helen Loffler/Jan Van Emden― 55 ―

Helping Hand について1953 年設立
9 ヶ所の入居施設 — 入居者 800 名
自立生活者向け住居 — 入居者 250 名
在宅ケア利用者（常時利用） — 7000 名
従業員（常勤、非常勤、臨時雇用） — 1400 名
ボランティア — 400 名
非営利団体

08.10.14 Helen Loffler/Jan Van Emden

ポート・ピリージェームズタウン

クレア

中部および
北部郊外の
施設ケア
コミュニティ・サービス
SRF 付き住宅

ポート・リンカーン

08.10.14 Helen Loffler/Jan Van Emden― 56 ―

介護サービス

施設ケア
ケア、サービスの種類

軽度の介護サービス
重度の介護サービス

適切な場所での老後ターミナルケア
短期ケア

08.10.14 Helen Loffler/Jan Van Emden

施設ケアの利用者
臨床的に複雑でも、介護施設の家庭的な雰囲気によってほとんど目立たなくなっている

08.10.14 Helen Loffler/Jan Van Emden― 57 ―

2014 年の施設ケア• 行動障害があり自宅での安全が確保できない利用者• 認知症、急性錯乱の症状• 精神衛生• 緩和的措置• 包括ケア作成および資金調達手段につながる査定• 悪化している利用者に対する診断および管理• 複合的外傷ケア

1 施設あたり 35 名から67 名の入居者
医師は常駐せず
可能ならば病院を回避
有資格／無資格の職員が混在

Helping Hand の医療関連サービス

足病学

理学療法

栄養学

健康福祉（社会
福祉）

言語病理学

運動生
理学

移行期ケア計画 (TCP)

薬学

08.10.14 Helen Loffler/Jan Van Emden― 58 ―

作業療法

介護サービス

在宅ケア• 在宅中に軽度～重度向け介護サービスを提供• 地域看護サービス• 家事の補助• 日常生活の介護• 配食サービス• 家屋維持• 輸送サービス• 地域ベースの介護者一時休息支援

08.10.14 Helen Loffler/Jan Van Emden

現在の状況
Helping Hand
全社計画 2011〜2016 年
介護実務演習の需要増加

熟練した介護労働力の需要• 「学生が就職にいたるまでの過渡的な実務体験を提供」• 実務演習の要請が年間に約3000〜4000 件• 産業界と教育界のサービス提供
者同士の連携強化に向けた、豪連邦資金によるプログラム
08.10.14 Helen Loffler/Jan Van Emden― 59 ―

協調的アプローチ

産業界

教育界

学生

(VET/第三段階教育)

08.10.14 Helen Loffler/Jan Van Emden

産業界
第三段階教育／
職業訓練セクターによる教育との連携

中央集権的促進および介護に特化／適合した促進、職員の「指導者」
育成コーディネートと管理の中央集権化

データ収集および評価 — 継続的モデ
ル開発

08.10.14 Helen Loffler/Jan Van Emden― 60 ―

介護利用者の臨床的多様性を周知するための教育プログラム

Helping Hand - 産業界担当者と役割
学生加入マネージャ 0.6FTE (R&D HH)
Jan van Emden
専門職種間ファシリテータ／主任 0.8FTE (R&D HH)
Helen Loffler
学生介護実習ファシリテータ 0.5FTE (R&D HH)
Clem Brogan (CW)
業務補助 0.2FTE (R&D HH)
Bianca Silvestri
特定臨床分野ファシリテータ
0.4FTE 理学療法 (UniSA) リハビリ、臨床
0.4FTE 言語病理学 (FUSA/HH)
0.1 FTE 電気生理学 (UniSA)

08.10.14 Helen Loffler/Jan Van Emden

08.10.14 Helen Loffler/Jan Van Emden― 61 ―

学生に与えられる
機会

医療関連
• 足病学

言語病理学
運動生理学
薬学
社会福祉／社会科学
歯科衛生／口腔衛生
心理学
経営学
法律

• 理学療法• 栄養学• 作業療法

看護

中等教育

介護職
（CertificateⅢ）
08.10.14 Helen Loffler/Jan Van Emden

学生による活動臨床
臨床講義（言語病理学、電気生理学、作業療法、リハビリ、理学療法）
観察／入門
CALD（言語的文化的に多様な人）向け特別支援プロジェクト — WHS 法／健康増進
研究• 学部生（優等学士含む）• 大学院生（修士、博士）• 博士課程後
08.10.14 Helen Loffler/Jan Van Emden― 62 ―

学生との関わり

臨床時の目的と介護実習とのマッチング

誤解を防ぐための誘導

臨床講義の統合

プロジェクト作業

学生から
Helping
Hand への
要望増加

実務演習
の満足度
上昇

08.10.14 Helen Loffler/Jan Van Emden

IPE 活動教育モジュール
•
•
•
•

認知症
嚥下障害
可動性
薬物治療

IP 管理
•
•
•

看護／薬学
理学療法／看護
作業療法／理学療法

複合事例レビュー
プロジェクト作業
08.10.14 Helen Loffler/Jan Van Emden― 63 ―

IPL 活動

実務演習前後の評価

学生の介護
能力向上

運営スタッフとの関わり
指導者
バディプログラム
人材補充

臨床上の問題特定

割り当ておよび名簿作成

査定サポート

学生の能力
に関する問
題解決

「立会外」の臨
床活動を提供

管理能力
向上

キャパ
シティ
増加

疲労
軽減

08.10.14 Helen Loffler/Jan Van Emden

教育サービス提供者との関わり

研究データ収集

実務演習の
フィード
バック

臨床関連の管理者提供

臨床コースに対する連携と介護課程の提供

臨床的評価ツールの提供

08.10.14 Helen Loffler/Jan Van Emden― 64 ―

教育サービス提供者との関わり

コース諮問
委員会

学生の準備 — 介護への認知を高める
ウェブサイト

介護サービスの熟練スキルに関する作業企画グループ

臨床コースに対する連携と介護課程の提供

臨床的評価
ツールの提供08.10.14 Helen Loffler/Jan Van Emden

実施する価値は？
Helping Hand が得られる成果
当社サービスとの違い
学生の定員
学生の満足度
介護訓練・教育の影響

08.10.14 Helen Loffler/Jan Van Emden― 65 ―

新たな包括サービス
言語病理学
2013 年に包括サービスを 500 種類以上追加
職員教育セッションを提供
電気生理学
地域内の電気生理学専門クリニック
認知障害のある利用者への施設サービス
リハビリ・理学療法
ノースゲート、イングルファーム TCP の利用者
歯科衛生
60 種類以上の包括サービス
ノースアデレード、ノースゲート、モーソンレイクス

08.10.14 Helen Loffler/Jan Van Emden

サービスの違いプロジェクトの成果
薬物治療の抑止
最小限の薬物治療
ノースアデレードでの歩行改善
臨床的作業量
入居者に費やす時間の増加
さらなる臨床サポート — 初回以降

08.10.14 Helen Loffler/Jan Van Emden― 66 ―

学生の定員Student Partic ipation at Helping Hand
21113 Ñalendar Óå..ÒotalNumber s 2013
Tertiary

DAYS

ã----

г----

Nursing(RN)

ã----

г----

Pharmacy

Clinical85Cln
i ical

4
144
1
1
4
5
35
qç
15
12
4
52
3
1

Observation

Podiatry

ClinicalClinicalPr oject
Pro·ect

г---- îò
г----

ã----

Observation

ClinicalPr oje:ct
C linical
Clinical

ã----Ph ysio
Speechг---- Deitetics

Observation

ЕРPsych ologv

оHRBusiness
М. Uwlnter national

31

о
Total Tertia-

399

UniSA

FUSA
AdUni
UniSA
UniSA
UniSA
UniSA
UniSA

FU SA
UniSA
UniSA
UniSA

FUSA
FUSA
FUSA
UniSA
UniSA
UniSA
UniSA
UniSA

Z3
42

$5
2S9

4
144
1
1
4
5
35
qç
15
12
4
52
3
1

150
150
45
170
Zl5
17
1052
880
320
108
25
9J
9J

3
1

145
10

300

4454

о

о

о

о

п

о

о

VET Sector
Nursino 1 EN

7Zl

Adv Dip Or alHlth

210
14

о

о

î; Ast Thera
Cert 111 Aged Care
Cert 111 TRACS

46
5Î
5
1

Cert 11 Food Spt
Cert 11 Bus:inessTotal VÅÒ

'13
5Î

áÝÎ
?S5
5Î
10

136

1739

168

2499

Seconday School
Work Expe:rie:nce:.
Christai n Service
Learning, D U.:e of
Edinburgh Award,

other Volunteer
ActN-i ties (betNeen
3 h OUIS & 5 d avs)..

.1DDIOX)

Ю)

ÒÎÒÀL

1135

Totnumber of ReQuests/Er"'Quiries = approx 3 000 • 3 &10

08.10.14 Helen Loffler/Jan Van Emden

学生の定員• いくつかの分野ではスタッフがより多くの学生を要請• 持続可能な臨床支援の収入（看護）• 監督する HH スタッフの補充を維持する能力• 教育サービス提供者が実務演習を頼るようになり、結果として交渉力が向上
08.10.14 Helen Loffler/Jan Van Emden― 67 ―

new aged саге

学生の満足度
実務演習に対する満足度（職業別）
100%
92%
90%

86%

85%

86%

82%

80%
67%

70%
60%
50%
40%
30%
20%
10%

0%

0%
総合

看護

理学療法

薬学

作業療法

足病学

電気生理学

電話による聞き取り — 満足度
08.10.14 Helen Loffler/Jan Van Emden

学生の満足度
今後の介護労働に対する意欲（職業別）
100%
90%
80%

86%

83%
76%

83%

73%

70%

64%

60%
50%
40%
30%
20%
10%
0%

0%
総合

看護

理学療法

薬学

電話による聞き取り — 介護労働に対する意欲
08.10.14 Helen Loffler/Jan Van Emden― 68 ―

作業療法

足病学

電気生理学

IPL 活動のフィードバック — 満足度
IPL 活動の満足度（職業別）
100%

98%

95%
92%
90%

91%

90%

88%

88%

85%

83%

80%

75%

総合

看護

理学療法

薬学

作業療法

足病学

電気生理学

• IPL 活動に対する総合的な満足度は 90%.
• 96% の学生は、ファシリテータが役に立ち、親切で活動に興味を持たせてくれたと回答
08.10.14 Helen Loffler/Jan Van Emden

介護訓練・教育の影響
第三段階教育の提供に関わる臨床支援スタッフ– 高齢者の健康– 看護の状況：介護– 薬科大学– 運動生理学– 理学療法– 栄養学– 足病学
介護職 CertificateⅢ向け職業教育訓練の検証に対する産業界の関与
Helping Hand の実務演習を要請する学生の増加

08.10.14 Helen Loffler/Jan Van Emden― 69 ―

08.10.14 Helen Loffler/Jan Van Emden.

Helping Hand
new aged ñàãå質問

― 70 ―

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 Definition of Long Term Care (LTC)
WHO defines Long Term Care (LTC) as a system ofactivities undertaken by informal caregivers , orprofessionals to ensure that a person who is not
fully capable of self care, can maintain thehighest possible quality of life , according to his
or her preferences, with the greatest possible
degree on independence, autonomy,
participation, personal fulfillment and humanity.
( Ekachai and Puangpen, 2012)
http://apps.searo.who.int/pds_docs/B4966.pdf
2― 79 ―

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 Ministry of Health ( Primary Health Care Centers)
 Ministry of Social affair ( Directorate of Aging
Welfare) Minister of Education and Culture (Pramurukti) National Board of Population and family Planning( Family Support System for Older People)
 National Commission for Older Persons
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Law 13/1998 on older person welfare
Article 14 (1) older health services is implemented by improving healthstatus and capacity or independence of older persons so that their
physical, mental and social status functions optimally
Article 22 (1) The community has rights and wide opportunities toparticipate in efforts to improve older person social welfare.
Government regulation 43/2004 on Implementation of efforts to improvewelfare of older persons
Article 8 (2) c Health services for older persons is implemented throughincreasing development of older person care institutions who manage
patients having chronic and terminal disease. And for those who arepoor government subsidy will be provided

4― 80 ―

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Policy of health sector among others states that
 Older person health service is part of family health through primary
health care and referral Older person health service is conducted through a holistic approachconsidering social cultural norm Older person health services is conducted based on quality assurance at
all levels, service and operation procedure and training for geriatrichealth providers
Program of health sector among others states that
 Improvement of older health efforts at the primary care level throughpublic health center Improvement of older health care quality at the family level Development of care facilities for older persons with chronic andterminal disease
5

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 Referral Services to the Hospital6― 81 ―

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Award(1-12 credits)

Certificate(13-36 credits)

Diploma(36+ credits)

Level 1 Entry

Preparing to work in adultsocial care

Level 2

Employment responsibilities
and rights in health, social
care and children and young
peoples settings
Supporting activity provisionin social care

Preparing to work in adultsocial care
Dementia care

Health and social care

Level 3

Inducting others in theassisting and moving ofindividuals in social care
Awareness of end of life care

Preparing to work in adultsocial care
Activity provision
Dementia care

Health and social care

Leading and managing
services to support end oflife

Leadership for health andsocial care and children andyoung

Level 4
Level 5
Level 6
Level 7
1 credit= 10 hours

Level 8 Expert― 89 ―

22

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Understanding of Competency: 6 hours
Dignity and Support for Independent: 9 hours
Fundamentals of Caring: 6 hours
Understanding Long-term Care and Partnership with Medical Care:
9 hours
Communication Skills for Caring: 6 hours
Understanding of Ageing: 6 hours
Understanding of Dementia: 6 hours
Understanding of Disabled: 3 hours
Body and Mental Mechanics and Support Skills: 75 hours
Wrap Up: 4 hours
Evaluation: 1 hour24

― 90 ―

Trainer 200 hours
 Care: 72 hours
Dignity of clientele, Ethics of care work,
Communication, & Awareness and advices
 Partnership: 48 hours
Family & community support, Collaboration withother professionals, & Documentation
 Basic Management: 80 hours
Leadership, Risk management, Problem solving,
Health control, Job analysis
25

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 Competence: Train of care skills (basic care:
Bathing, Feeding, Toileting, Transferring,Response TPO) Coordinate for partnership withother professionals, & Innovating team care
(Integrated Community Care & Leadership),
Person-centered care (Communication with clientand family caregivers, prevention ofcommunicable disease and hygiene maintenance,risk management, binding free, & end of life care) Requirement: High-quality care for various life
disorder26― 91 ―

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$"$"Category
Certified Care Worker

CourseField: Humans and SocietyPrescribed No. of
Hours1850
No. of Actual Hours
1956

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

4{(%

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>T9

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Year of
ProgramNo. of
Hours

30

Human Dignity and Independence

1

30

30 or more

30

Interpersonal Relationships and Communication

1

30

60 or more

120

Daily Live and Welfare

230

Social Security System I

130

Support for the Elderly and the Long-term Care System

230

Support for the Persons with Disabilities and the Services andSupport for Personals with Disabilities System

230Music and Psychology for Long-term Care130

Laws Necessary for Daily Living

230

Basics of Long-Term Care I

1

60

Basics of Long-Term Care2

120

Communication Techniques

130

Communication Techniques

2

30

1

150

30 or more

Human Relationships and Communication
Understanding Society

Basics of Long-Term Care60

240 or more

240

180

180

60 or more

60

Subject

Techniques for Supporting Daily Living

300

300

Techniques for Supporting Daily Living
Techniques for Supporting Daily Living II

2

150

Long-term Care Process

150

150

Long-term Care Process I

160

Long-term Care Process II

2

90

1

60

Long-term Care General Presentations

120

120

Long-term Care General Presentations I
Long-term Care General Presentations II

2

60

Practical Training in Long-term Care

450

456

Practical Training in Long-term Care I

1

160(Total: 57
Practical Training in Long-term Care II
days)
Practical Training in Long-term Care III (Practical Training
Category II; 1/3 or more of total no. of hours of practical

Field: Medical Care

Exclusive Department
Subjects 30



Prescribed No. Actual No.
of Hoursof Hours

Human Dignity and Independence

Communication Techniques

Field: Mental and PhysicalMechanisms

SI

Total No. of Curriculum Hours: 1,986
Educational Content

Elective Subjects Related to Humans and Society

Field: Long-term Care

4{(%

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SI pIv;@$"

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1

96

2

200

Understanding Development and Aging

60

60

Understanding Development and Aging

1

60

Understanding Dementia

60

60

Understanding Dementia I

130

Understanding Dementia II

2

30

1

30

Understanding Disabilities

60

90

Understanding Disabilities I
Understanding Disabilities II

2

60

Mental and Physical Mechanisms

120

120

Mental and Physical Mechanisms I

190

Mental and Physical Mechanisms II

2

30

Medical Care

50

120

Medical Care I

260

Medical Care II

2

60

30

Long-term Care Applications

230― 143 ―

1st Year, 1st Year, 2nd Year, 2nd Year,
1st Term 2nd Term 1st Term 2nd Term

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2012 ěÂč$*Ëı4 o× %' #µ$*t¢Û)Á%Ëæġ:t¢ĩ¾º)m( ÆİÈË

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450 Â %@INZ[=

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Long-term Care Staff Training Transition Schedule
The First Class Training and Long-term Care Staff Basic Training were integrated into Worker Training at the end of fiscal year 2012.
(However, in order to correspond to those who did not complete the training in fiscal year 2013, an interim measure of one year was set.)
The Second Class Training was transferred to the Beginning Long-term Care Staff Training (tentative name) at the end of fiscal year 2012.
(However, in order to correspond to those who did not complete the training in fiscal year 2013, the interim measure of one year was set.)
The Third Class Training was abolished at the end of fiscal year 2012. (The evaluation in terms of long-term care compensation was alreadyabolished at the end of fiscal year 2009.)

FY 2013

FY 2012FY 2011Period of Interim measureFirst Class Training
Those who have already completed thetraining will be able to work after
implementation<230 hours>
Long-term Care Staff
Basic Training

Period of Interim measure
Those who have already completed thetraining will be able to work after
implementation<500 hours>
Worker Training to Train
Certified Care Worker

FY 2014

Similar to Certificate III ?

In the case of taking
the Worker Training,part of the subjects will
be exempted<Worker Training><450 hours>
Second Class
Training<130 hours><130 hours>
Beginning Long-term Care StaffsTraining (Tentative name)     

Period of Interim measure
In order to smoothly transition to the new
training, set a preparation period for
streamlining and designated paperwork for the
training implementation outline in theprefectural governments that will implement
the training.

Those who have already completed
the training can work because they
have completed the Beginning Longterm Care Staff Training

Implementation Preparation Period<Beginning Long-termLong term Care Staff
Training (Tentative name)>

Short-module training(under consideration)

Third Class Training<50 hours>ÎÐ£çŉēÖ 2012 <4%(hĨqĤ·å― 145 ―

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cǗÐ>_::aJ5]CNɸ©NɿÉJŞ±ɛɜʜȀƩZ´ʄRNȴʄ ǭȊNÔȪ ǓƭƾƢƭǭơĂNÔȪ ŲȤáÿNȊƼ ŖɷɍɂNƌȽJŖɷɛɜ ǓƭNƢ7ɛ ƭǭNŞ3ɛ ɪȾľŭȍNƾęɛɜ «ɉƾƠÆƕơǰINɛɜ ǥɻſɻǌȶȰʙMæʑ<B::aJ5]CN<8VJŮʁMĵ9BÇİȰʙMæ>_íǔǾŰ ɵLȰʙáÿƼȽJȰʙɷĉNÚɷɛɜ ǛËLȰʙcǗÐ>_::aJ5]CNɸ©NɿÉJŞ±ɛɜȰʙJO ƭǭɨƿɿɨINɤ ƩɿɨINɤ ŸÈȓLɤ h}ʜȀƩ hpNÔɖ 4WFOŋĭNſǻ4WFŖɷNɐÐ Ȱʙƚ
Ð6ȧƞƿÚM÷T>­ă ȰʙlfcƁ9_:JIƿ=_ƩɿȓLɈǷǩĤZƿ7_ɺJNæʑ §ɉÇƐcɸ>_ɾɷŹN|hÇƐNĉǭȓɛɜ ɕȻNɲɟƱɎNǇŽʇɖŨ ƦŧȤɴNķɆǏ¡ŵNƦɍcǬ8Ž^Ȩ`_ ɌɉynqƲɥMæ<B::aJ5]CN<8VJŮʁMĵ9BÇİƲɥMæ>_íǔǾŰ ɵLƲɥáÿJɷĉNÚɷɛɜ Ë1ƲɥcǗÐ>_::aJ5]CNɸ©NɿÉJŞ±ɛɜɥNBXNÇİNķɆáÿNƼȽ·ȘZųȘ Ĳ ¸ \8ɥ_BXNƨŲ×LŘƸʝʛɲɟ

― 151 ―

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łʎŹNšMŤ_ÃȒłʎŹNŮǒšʓƳ éšʊƄ6ćG1BJ7NȆıJÇİÇİƇŧŹNíɠȓǰȘǬƤƀåNƟɚþɰNȿɸƹÇİÃȒNíǔȓɿÉÇİÃȒNɪȓôȕÎÇİÃȒJxfx ǟŃƿÚŞ±óƊ²ƅ  ŧʌM\_ȕÎƿÚNÒƝɨINÇİMF1H 0_ơǰǠNɾɷŹcǜȏ< §ʑNƿÚŞ±cȑý>_ʂ`NɿÉJóƊNƅȢ ɾɷŹNƩƭNơĂMŃb?BÇİcȑý>_ťȗNƅȢ
cɪŝ> 
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Ş±óƊ²ƅŞ±óƊNÂǲŧʌ  ũåȒȘIƛNnhkcŶş>_ŧʌOłʎɸŞ±ȒȘ ȪǾƗ ɓɡʚ ŊɖŨɄ¾5]ŧʌcǐǴ<HŶş  ƪ^ɔ^ ğƃcȌ<HÖdC:J ňĭĔǧ<HÖQS7:JŉûMíG8ÇİMF1HNɸȗɾɷŹNơǰǠMµ=BÇİJÇİÃȒ ƭǭƩɿŸÈɨcǟŃȓMɿÉ>_BXNǾŰNƈɸƹ xfxNƈɸƹș ƂĄRNȽ3JğƃƃʅĭM49_ĔǧȓLğƃĔǧȓMÖQS7:J ğƃƃʅĭM49_ĔǧȓLğƃMF1H ĉǭȓMhq
I7_\2LŧĄƎșM49_Ŷʌ* (. *(.cƙÇ― 152 ―

 " #       !# !""# !#"
# !

""

&Understanding
Duties3

1. Understanding a Diversity of Services$ Services covered by long-term care insurance (home/facility); $Services not covered by long-term care insurance
2. Understanding the work content and workplaces of long-term care
professionals$ Various work content in a diverse range of workplaces (home,facility)$ Concrete images of the provision of actual services in the workplace(home, facility)(Use of visual and auditory teaching materials, sharing ofprofessionals' workplace experiences, practical training andobservation at service facilities selected by course students, etc.)$ Flow of work duties, from creation of care plans to provision ofservices and team approaches/other occupations; coordination withlocal social resources, including services not included under long-termcare insurance' Maintaining
Respect andSupporting
Independence
in Long-Term
Care

3

3

3

3

1. Long-Term Care Supporting Human Rights and Respect(1) Maintaining human rights and respect$ Respect as an individual, $ Advocacy, $ Empowerment
perspective, $ Realization of "role", $ Everyday living with respect(2) ICF$ ICF in the field of long-term care(3) QOL$ Concept of QOL, $ Living quality(4) Normalization$ Concept of Normalization(5) Prevention of Abuse/Prohibition of Physical Restraint$ Prohibition of physical restraint, $ Act on the Prevention of Elder
Abuse, $ Support for caregivers of elderly people(6) Overview of System for Protecting Individuals' Rights$ Personal Information Protection Law, $ Adult guardianship, $Activities supporting independence in everyday life, $ Systems forresolving complaints
2. Long-Term Care Aimed at Independence(1) Support for independence$ Support for independence/autonomy, $ Utilizing remaining
capabilities, $ Motivation and desire, $ Support to increase
volition, $ Individuality/individual care, $ Preventing worsening of
the person's condition(2) Preventing Long-Term Care
$ Concept of preventing long-term care

― 153 ―

(
Fundamentals
of Long-Term
Care

3

1. Role of Long-Term Care Professionals, Specialization and
Coordination with People in Numerous Other Occupations(1) Understanding the characteristics of the long-term careenvironment$ Differences between home (visiting) long-term care and facility
long-term care services$ Direction of community-involved care(2) Specialization of Long-Term Care
$ Perspective of preventing worsening/prolongation of a patient's
condition$ User-centered support approaches$ Assistance aimed at supporting independent living$ Justified long-term care, $ Importance of team care, $ Teams
within service facilities, $ Teams comprising professionals innumerous occupations,           $ Development of thelong-term care process(3) Occupations Involved in Long-Term Care
$ Understanding numerous occupations with different areas of
specialization$ Long-Term care support specialists$ People responsible for providing services$ Meaning of working in teams with nurses to support users$ Providing effective services through team members utilizing eachother's specialized skills$ Division of roles in team care
2. Professional Ethics of Long-Term Care ProfessionalsProfessional
ethics$ Meaning of professional ethics$ Long-Term care ethics(Certified Care Worker ethics and Certified Care Worker systems, etc.)$ Social responsibility of long-term care professionals$
Protection/respect of privacy

3

3. Ensuring Safety and Managing Risk in Long-Term Care
(1) Ensuring Safety in Long-Term Care
$ Skills for identifying and addressing factors leading to accidents,$ Risks and hazards(2)Accident prevention, Safety measures$ Risk management, $ Analysis methods and perspectives, $Reporting events leading to an accident (report to family members, themunicipal government, etc.), $ Information sharing(3)Infection Countermeasures$ Cause of and path leading to infection (eliminating cause of
infection, blocking pathway of infection), $ Correct knowledge
regarding "infection"
4. Safety of Long-Term Care Professionals
Management of long-term care professionals' physical and mental
health$ Impact of long-term care professionals' health management on thequality of long-term care, $ Stress management, $ Knowledge
regarding prevention of back pain, $ Rigid enforcement ofhand-washing/gargling, $ Basic hand-washing, $ Infection
countermeasures― 154 ―

)
Understandingof Long-Term
Care/Welfare
Services andCoordination
with Medical
Care

3%2

3%2

3%2

*
Communication
Skills inLong-Term
Care

3

1. Long-Term Care Insurance System(1) Background and Purpose of the Establishment of the Long-TermCare System and Its Direction$ Care management$ Change to a system emphasizing prevention$ Establishment of community-involved support centers$ Promotion of community-involved care systems(2) Basic Understanding of Mechanisms$ Basic mechanisms of insurance systems$ Long-Term care benefits and types$ Prevention benefits$ Procedures for certification of long-term care need(3) Funding Supporting the System; Functions and Roles ofOrganizations/Groups$ Financial burden$ Designation of designated long-term care service providers
2. Coordination with Healthcare and Rehabilitation$ Medical activities and long-term care
$ Visiting nurses$ Nursing in facilities and the role of/coordination with long-termcare$ Concept of rehabilitation
3. Comprehensive Support System for People with Disabilities andOther Systems(1) Concept of a Welfare System for Disabled People$ Concept of disability$ ICF (International Classification of Functioning, Disability and
Health)(2) Basic Understanding of Mechanisms of Systems Related to Support
for the Independence of People with Disabilities$ Long-Term care benefits: from application for benefits, such as
training, to payment decision(3) Overview of Systems Protecting Individuals Rights$ Personal Information Protection Law, $ Adult guardianship, $Activities supporting Independence in daily life
1. Communication Skills in Long-Term Care(1) Meaning, Purpose, andRole of Communication Skills in Long-Term Care$ Understanding
and consideration of the communication skills of the other party, $Listening attentively, $ Sympathetic responses(2) Linguistic
communication using communication techniques and devices$
Characteristics of linguistic communication$ Characteristics of
non-verbal communication(3) Actual Situation Regarding
Communication with Users/Family Members$ Understanding users'
thinking, $ Thinking about factors causing a decline in volition, $Sympathizing with users' emotions, $ Psychological understandingof families, $ Consideration and encouragement of family members,$ Forming relationships of trust, $ Be sure not to determine or
criticize the desires of family members based on your own personalsense of values, $ Assessment methods and the difference between
needs and demands― 155 ―

(4) Actual situation regarding communication skills in response to theuser's situation/condition
 Communication skills in response to seeing and hearing disabilities
 Communication skills in response to aphasia
 Communication skills in response to dysarthria
 Communication skills in response to dementia
3
Understanding
Aging

3

3

2 Team Communication in Long-Term Care
(1) Sharing Information Regarding Records
 Meaning and purpose of records in long-term care, observations
and records based on the user's condition,  Types of records related
to long-term care,  Individual Assistance Plan (home visits, daycare, residential care, welfare equipment loan, etc.),  Reporting ofnear-misses,  5W1H
(2) Reporting Points to remember for reports,  Points to remember regarding
contact (notification),  Points to remember regarding consultation(3) Environments that Encourage Communication
 Meetings,  Places for sharing information,  Places forrecognizing roles (watchful eyes required of long-term care givers infrequent contact with the user),  Importance of care conferences
1. Physical and Psychological Changes Accompanying Aging and Daily
Living(1) Characteristics of Physical and Psychological Changes
Accompanying Development and Aging in Old Age Changes in defense reactions (reflexes),  Experiences of loss
(2) Changes in Physical/Mental Functioning Accompanying Old Age
and Their Impact on Daily Living
 Changes in physical functioning and their impact on daily living, Decline in mastication functioning,  Changes tomuscles/bones/joints,  Changes to body temperature maintenancefunctioning,  Changes in mental functioning and their impact ondaily living
2. Elderly People and Health(1) Diseases of the Elderly and Points to Remember in Daily Living
 Broken bones,  Reduced muscular strength and changes inmovement/posture,  Joint pain
(2) Common Diseases Amongst the Elderly and Points to Remember in
Daily Living
 Cardiovascular dysfunction (brain infarction, brain hemorrhage,ischemic heart disease),  Risk factors for cardiovascular disorders
and countermeasures,  Old age depression (against a background ofstrong anxiety, and frustration, there is a pervasively large number of"complaints" emerge overall, depressive pseudodementia), Aspiration pneumonia,  Focus noticing small changes in disease
conditions,  Elderly people catch infections easily
Understandingof Dementia

3

1. Situations Involving DementiaConcept of dementia care 
Person-centered care,  Perspective of dementia care (focus on what
can be done)― 156 ―

2 Basics of Dementia from a Medical Perspective and HealthManagement
Concept of dementia, conditions causing dementia and clinicalconditions, points to care for each causative condition, healthmanagement
 Definition of dementia,  Difference between dementia andforgetfulness,  Symptoms of delirium,  Health management(preventing dehydration, constipation, insufficient nutrition, andinsufficient exercise, oral care),  Treatment,  Medication, Drugs used to treat dementia
3

3. Changes in Physical/Mental Functioning Accompanying Dementia
and Daily Living(1) Impediments to Daily Life for Dementia Patients andMental/Behavioral Characteristics
 Core symptoms of dementia
 Behavioral and psychological symptoms of dementia (BPSD)
 Inappropriate care
 Improvement in living environment(2) Responding to Users with Dementia
 Read (infer) the person's feelings,  Do not hurt the person's
pride,  Adapt to the person's world,  Create situations where
mistakes are not made,  Regard all support activities as forms ofcommunication,  Communication through the body,  Read (infer)the person's feelings from their state, expression, line of sight, andattitude, etc.
 Care in line with the progression of dementia
4. Support for Family Members
 Assistance in the process of accepting dementia
 Alleviating the burden of long-term care (respite care)
Understanding
Disability

3

1 Basic Understanding of Disabilities(1) Concept of Disability and ICF
 ICF classification and medical classification,  ICF way of
thinking(2) Basic Principles of Welfare for People with Disabilities Concept of normalization
2. Medical Aspects of Disabilities, Impediments to Daily Living,
Characteristics of Mental States/Behaviors, Basic Knowledge
Regarding Interactive Support, Etc.
(1) Physical disabilities
 Visual impairment
 Hearing/balance impairment
 Vocal/linguistic/mastication impairment
 Orthopedic impairment
 Internal obstacles(2)Intellectual disabilities
 Intellectual disabilities(3)Psychological disabilities (including higher brain
dysfunction/developmental disabilities)
 Mental diseases such as Integration Dysfunction Syndrome/mood(emotional) disorders/dependence Higher brain dysfunction
 Developmental disabilities such as pervasive developmental
disorders/learning disabilities/attention-deficit hyperactivity disorder(4) Other physical/mental dysfunctions― 157 ―

3. Understanding the Mental State of Family Members, Interactive
SupportSupport for Family Members
 Understanding the disability/support for acceptance of thedisability
 Alleviation of the burden of long-term carePsychologicaland PhysicalMechanisms
and LifestyleSupport Skills

322(1) Basic Thinking Regarding Long-Term Care
Care Theory-based
long-term care (lifestyle support based on a ICF perspective,
elimination of unauthorized long-term care),  Long-Term carebased on legal grounds

3(2) Basic Understanding of Psychological Mechanisms Related toLong-Term Care Basic knowledge of learning and memory,  Basic knowledge ofemotions and volition,  Self-concept and raison d'etre,  Adaptive
behavior accepting aging and disabilities and obstructive factors, Impact of mental attitude on behavior,  Impact of physicalcondition on mental well-being

4(3) Basic Understanding of Physical Mechanisms Related toLong-Term Care Basic knowledge related to the names and movements of parts of
the human body,  Basic knowledge related to bones, joints, andmuscles, Use of body mechanics,  Basic knowledge related to thecentral nervous system and somatic nerves,  Basic knowledge
related to autonomic nerves and internal organs,  Viewing the mind
and body as an integrated whole,  Perspective of noticing
differences in the normal states of users

63(4) Daily Living and HouseworkUnderstanding housework and daily living
 Lifestyle history,  Support for independence,  Preventative
measures, Bringing out users' independence and activeness, Diverse living habits,  Basic knowledge related tovalues/housework assistance and lifestyle support(5) Creating a comfortable living environment and long-term care
Basic knowledge regarding comfortable living environments, points toremember and methods for supporting the creation of living
environments specifically for elderly people and people withdisabilities Many accidents in the home Barrier-free Home renovation
 Loan of welfare equipment(6) Physical/Mental Mechanisms Related to Grooming and Long-TermCare Aimed at Independence
Basic knowledge regarding grooming, grooming support techniques
 Selecting and putting on/taking off clothes in accordance with theperson's physical condition
 Users dressing themselves
 Grooming activities
 Meaning and benefits of face-washing

52

74

― 158 ―

74
4

( Mental/Physical Mechanisms Related to Movement/transfer and()Long-Term Care Aimed at Independence
Basic knowledge regarding movement/transfer, various devices related
to movement/transfer and methods for using these devices,
understanding regarding mental/physical factors obstructing
movement/transfer that places a low burden on users and helpers andmethods for and providing support, points to remember and support
regarding movement and social participation
 Utilizing remaining capabilities/support for independence Understanding balanced and gravitational movement Basic principles of body mechanics
 Safe and easy methods for both users and caregivers
 Utilization of users' natural movement
 Concrete methods for providing transfer assistance (concrete
methods for transfer to a wheelchair, transfer between bed andwheelchair in overall care, transfer between wheelchair andWestern-style toilets in overall care) Movement assistance (wheelchair/walker, cane, etc.)
 Prevention of bedsores

64(8) Mental/Physical Mechanisms Related to Meals/Eating andLong-Term Care Aimed at IndependenceBasic knowledge regarding
meals/eating, preparing an eating environment, methods for using
devices and plateware/utensils related to meals, and meal patterns
and physical mechanisms, understanding mental/physical factors
obstructing enjoyment of meals and methods for providing support,
points to remember and support for eating and social participation
Meaning of eating Awareness of caregivers regarding care withmeals Harmful effects of poor nutrition Harmful effects ofdehydration Eating and posture Chewing/swallowing
mechanisms Sense of hunger,  Sense of satiety Preferences
Creating an eating environment (time/place, etc.) Use of welfare
equipment regarding meals and assistance methods Definition oforal care Prevention of aspiration pneumonia

74(9) Mental/Physical Mechanisms Regarding Bathing and Maintaining
Hygiene and Long-Term Care Aimed at Independence
Basic knowledge regarding bathing and maintaining hygiene, methods
for using various bathing/grooming equipment and, understanding
physical/mental factors obstructing enjoyment of bathing and methods
for providing support,  Consideration and respect for sense ofembarrassment,  Checking physical condition,  Complete
bed-bath (check physical condition, adjust room environment, methods
for preparing and using items to be used, wiping the entire body, how
to support the body),  Methods for cleaning eyes, nose, ears, andnails,  Cleaning the public area (method for when user is lying
down),  Washing feet, hands, and hair

― 159 ―

43

74

32

32
2

(10) Mental/Physical Mechanisms Related to Waste Elimination andLong-Term Care Aimed at Independence
Basic knowledge regarding waste elimination, preparing various
waste elimination environments and methods for using wasteelimination equipment, understanding mental/physical factors
obstructing comfortable elimination and methods for providing
support,  What is waste elimination?,  Meaning of wasteelimination in terms of body (physical) aspects,  Meaning of wasteelimination in terms of psychological aspects,  Social meaning, Pride, embarrassment,  Ensuring privacy,  Diapers are a lastresort/harmful effects of using diapers,  Impact of elimination
disorders on daily living,  Psychological burden of receiving
elimination care/relationship between respect and motivation forliving,  Concrete methods for providing toilet assistance for users
requiring partial assistance, Preventing constipation (ensuringconsumption of adequate amounts of water, adjusting meal
content/including high-fiber foods in the user's diet, stomach massage)(11) Mental/Physical Mechanisms Related to Sleep and Long-TermCare Aimed at Independence
Basic knowledge regarding sleep, Methods for using various sleep
environments and devices, understanding physical/mental factors
obstructing enjoyment of restful sleep and methods for providing
support Innovative measures in long-term care for achieving good quality
sleep Preparing the sleep environment (temperature and humidity, light,
sound, bedroom to enable good quality sleep)
 Comfortable positioning/prevention of bedsores(12) Mental/Physical Mechanisms Regarding People Approaching
Death and Terminal Care
Basic knowledge regarding end-of-life and mental/physicalmechanisms, process from birth to death, understanding the minds ofpeople facing death, providing support for deaths with few regrets
 What is "terminal care"?
 Process of death for elderly people (natural death (old age) of
elderly people, death from cancer)
 Indications that death is imminent and long-term care
 Basic attitude of long-term care professionals
 Need for sharing of information amongst numerous occupations(13) Basic Understanding of the Long-Term Care Process
Process
Purpose/meaning/development of the long-term care processLong-Term care process and team approaches― 160 ―

106

Review424(14) Comprehensive Lifestyle Support Skills Presentations(Made using case examples)With regard to long-term care in various daily life scenarios, thecourse aims for students to acquire the ability to envision users incertain situations and an understanding of and skills in the process ofproviding a range of lifestyle support services, as well as acquire
perspectives for providing long-term care to in accordance with themental and physical condition of users
 Presentation of case examplesAnalysis of factors that cannot be
identified from mental/physical strengthConsideration of
appropriate support techniquesPresentation of support techniques
Issues regarding support techniques (implemented in the above cyclewith around 1.5 hours for each case example)
 Two case examples are selected from case examples regarding
issues of old age (around Long-Term care level 2, dementia,
hemiplegia, cannot maintain a sitting position)
1. Review What students learned through the training,  What students
should continue to learn moving forward Main points regarding evidence-based long-term care (long-termcare responding to the image of the user's condition and the long-termcare process, importance of knowledge for comprehensively
understanding the physical/psychological/social aspects, importance ofteam approaches, etc.)
2 Preparation for Employment and Continued Training following
Completion of the Course
 Items that should be studied continuously,  With regard tocontinued training following completion of the course, case examples
at facilities enabling the formation of concrete images (Off-JT, OJT)
will be introduced.


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http://www.mhlw.go.jp/stf/shingi/2r9852000002ae5j-att/2r9852000002aej7.pdf― 161 ―

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― 163 ―

平成 26 年度 文部科学省「成長分野における中核的専門人材育成の戦略的推進事業」「介護人材養成プログラムのグローバルスタンダード構築に向けたモジュール化プロジェクト」

日本福祉教育専門学校 文部科学省事業実証講座

 時間で介護のキホンを学ぶ初心者プログラムの㻌

実証講座 受講者募集

（１日限定３コマ）

学校法人敬心学園 日本福祉教育専門学校では、平成２６年度文部科学省委託事業「介護人材養成プログラムのグローバルスタンダード構築に向けたモジュール化プロジェクト」に取り組んでおります。
このプロジェクトでは、介護に従事する人材の拡充、将来的には外国人の介護従事者の受け入れ等を見据えた介護初心者向け短期研修プログラムの開発を進めているところです。
このたび、その研修プログラムの検討のため、実証講座を行うこととなりました。開催は１日（３コマ）で、介護の仕事に興味のある方、これからご家族の介護をお考えの方などを対象としていますので、お気軽にご参加いただき、プログ
ラムに関するご意見をいただければ幸いです。
皆さまのご参加をお待ちしております。

プ ロ グ ラ ム

会場のご案内学校法人敬心学園 日本福祉教育専門学校※ご参加は３コマ全て受講できる方にお願いいたします。

高田校舎 4 階 245 教室

10：40～12：10
オリエンテーション、概論（JR 山手線・西武新宿線・東京メトロ東西線「高田馬場駅」下車徒歩 7 分）
〒171-0033 東京都豊島区高田 3-6-15

講師 金井 直子

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13：00～14：30

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AQF background

AQF backgroundRon

MazzachiWhat is the AQF>The Australian Qualifications Framework (AQF) is

Australias national qualifications framework (NQF)>Definition: The AQF is the national policy for regulated
qualifications in Australian education and training. It
incorporates the qualifications from each education andtraining sector into a single comprehensive national
qualifications framework

>The AQF facilitates pathways between qualifications in

the various sectors and between education and work

>The AQF like all NQFs provides the basis of educational
quality assurance― 201 ―

National Qualifications Frameworks>Examples of NQFs include:

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NZ Qualifications Framework
UK Qualifications Framework
South African Qualifications Framework
Irish Qualifications Framework
Ethiopian Qualifications Framework
Malaysian Qualifications Framework>The European Qualifications Framework is a meta-

framework designed to ensure understanding of thequalifications of European countries>Most countries have qualifications systems and in mostcases NQFs are contemplated or being developed into
formal qualifications frameworks, e.g. USA, China

Purpose of NQFs
>Instruments of labour market policy in qualifications basedlabour markets>The objects of the AQF include contributing to national
economic performance by supporting contemporary,
relevant and nationally consistent qualification outcomes
which build confidence in qualifications>Qualifications contribute to economic performance by
providing the currency of the labour market

>NQFs give credibility to qualifications. The AQF logo is thehallmark for Australia qualifications― 202 ―

Use of the AQF
AQF qualifications provide the basis for:
Registering of licenced occupations e.g. electricians,
plumbers, real estate agents, electroplaters
Registering regulated professions, e.g. doctors, nurses,
podiatrists, lawyers, engineers, migration agents etc
HR: career path design e.g. McDonalds AQF Cert 1 Advanced Diploma
Industrial (Modern Awards) award classifications
e.g. Manufacturing and Associated Industries andOccupations Award 2010 (MA000010)
10 Classifications: AQF Cert 1  Bachelors Degree

ABS statistical collection: Australian and New ZealandStandard Classification of Occupations (ANZSCO)ANZSCO lists upwards of 800 occupations and ascribes
AQF qualifications to each of them, e.g. (extract)
Occupation AQF qualification
Barrister: Bachelor Degree and Graduate Diploma

Bed and breakfast operator: Diploma / Advanced Diploma
Binder and finisher: Certificate III or Certificate IV
Biochemist: Bachelor Degree or Higher Degree
Biotechnologist: Bachelor Degree
Botanist: Bachelor Degree or Higher Degree
Bishop: Bachelor Degree or Higher Degree
Blacksmith : Certificate III
Boarding Kennel/cattery Diploma / Advanced Diploma
operator
Bricklayer Certificate III― 203 ―

Support for workforce mobility andstudent mobility
AQF qualifications underpin important areas of public
policy:Immigration policy implementation: skilled immigrants
qualifications are assessed against AQF qualifications
Australias $15 billion international student industry
depends on the reputation of the qualifications issued
by Australian institutions
Globalised education experience

International standing of the AQF>The AQF is the most established of the NQFs and has
significant international standing>The AQF was established in 1995 following on from:

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>

Nomenclature and Guidelines for Awards in Advanced
Education (1972- 85)
Guidelines for National Registration of Awards (1986-90)
Register of Australian Tertiary Education (1991-94)

Australian Standards Framework (1992-2000)
AQF Council has provided advice on NQFs to Hong Kong,
China and USA>A number of Asia/Pacific NQFs are modelled on the AQF― 204 ―

Alignment of the AQF with other NQFs
> The AQF Councils program for the alignment of the AQF
with other NQFs will enhance support for workforce andstudent mobility> The objects of the AQF specifically include alignment withother NQFs and the AQF Council has approved Principles
and Processes for Alignment of the AQF with International
Qualification Frameworks>Work on the alignment with the European Qualifications
Framework and the NZ Qualifications Framework hascommenced>AQF International Alignment Committee

AQF structure: a taxonomyof levels and qualification types― 205 ―

AQF Qualification Types
A qualification type is AQF terminology for a category of
qualification and includes:> Senior Secondary Certificate of Education> Certificates I  IV
> Diploma and Advanced Diploma> Associate Degree> Bachelor and Bachelor Honours Degree> Graduate Certificate and Graduate Diploma> Masters Degree> Doctoral Degree

AQF learning outcomes
Learning outcomes are theexpression of the set of knowledge,
skills and the application ofknowledge and skills a person has
acquired and is able to demonstrate
as a result of learning.

― 206 ―

AQF learning outcomes
Knowledge is what a graduate knows and understands.
Knowledge is described in terms of depth, breadth, kinds andcomplexity of knowledge.
Skills are what a graduate can do. Skills are described in termsof kinds and complexity of skills and include cognitive, technical,
communication, creative, interpersonal and generic skills.
Application of knowledge and skills is how a graduate
applies knowledge and skills in context. It is expressed in termsof autonomy, responsibility and accountability. Context ranges
from predictable to unpredictable, known to unknown, routine
to non-routine.

AQF Levels
Levels are important for clarifying both the differences andrelationships between qualification types which is importantfor qualification development
Levels depict the increasing complexity and intellectual
demand of qualifications so are important for designingdelivery and assessment
The levels structure is hierarchical but this does not limit
students progressing in any direction  upwards, downwards
and sideways  so they support pathways
Levels are understood internationally which is important forinternational alignment and recognition― 207 ―

AQF Levels
 Level 3  Graduates at this level will havetheoretical and practical knowledge and skills forwork and/or further learning Level 5  Graduates at this level will havespecialised knowledge and skills forskilled/paraprofessional work and/or further learning Level 7  Graduates at this level will have broadand coherent knowledge and skills for professional
work and/or further learning Level 9  Gradates at this level will have specialised
knowledge and skills for research and/or professional
practice and/or further learning

AQF Levels Criteria
Level 3
Summary

Graduates will have theoretical and practical knowledge andskills for work and/or further learning

Knowledge

Graduates will have factual, technical, procedural and sometheoretical knowledge of a specific area of work and learning

SkillsGraduates will have a range of cognitive, technical andcommunication skills to select and apply a specialised range of
methods, tools, materials and information to:- complete routine activities- provide and transmit solutions to predicable and sometimes
unpredictable problems

Application
Graduates will apply knowledge and skills to demonstrateof knowledge autonomy and judgement and to take limited responsibility inand skills
known and stable contexts within established parameters― 208 ―

AQF Qualification Type Descriptors
Certificate III  Level 3
PurposeQualifies individuals who apply a broad range of knowledge andskills in varied contexts to undertake skilled work and as a pathway
to further learning

Knowledge

Graduates will have factual, technical, procedural and theoreticalknowledge in an area of work and learning

SkillsGraduates will have:- cognitive, technical and communication skills to interpret and act
on available information- cognitive and communication skills to apply and communicate
known solutions to a variety of predictable problems and to deal
with unforeseen contingencies using known solutions- technical and communication skills to provide technicalinformation to a variety of specialist and non-specialist audiences- technical skills to undertake routine and some non-routine tasks
in a range of skilled operations

AQF Qualification Type Descriptors
Certificate III  Level 3 (continued)
Application of Graduates will demonstrate the application of knowledge andknowledge
skills:and skills- with discretion and judgement in the selection of equipment,
services or contingency measures- to adapt and transfer skills and knowledge with known
routines, methods, procedures and time constraints- in contexts that include taking responsibility for own outputs inwork and learning including participation in teams and taking
limited responsibility for the output of others withinestablished parameters
Volume oflearning

The volume of learning of a Certificate III is typically 12 years. Up
to 4 years may be required to achieve the learning outcomesthrough a program of indentured training/employment― 209 ―

AQF Qualification Type Descriptors
Bachelor Degree  Level 7
PurposeQualifies individuals who apply a broad and coherent body ofknowledge in a range of contexts to undertake professional workand as a pathway to further learning

Knowledge

Graduates will have a broad and coherent body of knowledge, withdepth in the underlying principles and concepts in one or moredisciplines as a basis of lifelong independent learning

SkillsGraduates will have:- cognitive skills to review critically analyse, consolidate andsynthesise knowledge- cognitive and technical skills to demonstrate a broad
understanding of knowledge with depth in some areas- cognitive and creative skills to exercise critical thinking andjudgement in identifying and solving problems with intellectual
independence- communication skills to present a clear, coherent andindependent exposition of knowledge and ideas

AQF Qualification Type Descriptors
Bachelor Degree  Level 7 (continued)
Application of Graduates will demonstrate the application of knowledge andknowledge
skills:and skills- with initiative and judgement in planning, problem solving anddecision making in professional practice and/or scholarship- to adapt knowledge and skills in diverse contexts- with responsibility and accountability for own learning andprofessional practice and in collaboration with others within
broad parameters
Volume oflearning

The volume of learning in a Bachelor Degree is typically
3-4 years― 210 ―

Volume of learning
The volume of learning is an integral part of thedescriptor and is assigned as part of the development
and accreditation of a qualification.
It helps define the complexity of a qualification andshould reflect needs of new entrant to field of study.
It should take into account the notional duration of allteaching and learning activities required to achieve thelearning outcomes at specified AQF level.
Delivery time may vary depending on factors such asdelivery methodologies used and student cohorts.

Generic learning outcomes
Generic learning outcomes are thetransferable, non-discipline specific skills a graduate
may achieve through learning that have applicationin study, work and life contexts.
They are incorporated into qualifications during
the development process and are assessed as partof the overall learning outcome.
They are specific to each education and training
sector.

― 211 ―

Qualification Type Specifications
Qualifications must be designed to ensure that graduates achieve
the learning outcomes specified for both the level and qualification
type by the completion of the qualification.
Key points for design and accreditation:
All knowledge, skills and application must be evident; some may
have more emphasis due to purpose of qualification
Must be clear relationship between level, type and discipline
Learning outcomes must collectively lead to a coherent body ofknowledge/skills and must be achievable for students
Volume of learning must be sufficient to enable students toachieve the learning outcomes at the level
Generic learning outcomes must be explicit

Delivery of AQF qualifications
The AQF refers to a program of learning which is thelearning that leads to the award of a qualification. It may be
documented in a curriculum or Training Package.
The AQF specifies that the learning outcome must be
achieved, but generally it does not specify how they areachieved through delivery.
For some qualification types, there are requirements.
Generally providers have the authority to determine how
qualifications will be delivered  in the classroom, in theworkplace, by distance education, etc  but delivery
methodologies may be influenced by external requirements.

― 212 ―

Assessment of AQF qualifications
The AQF puts the onus for assessment on providers.
A qualification may not be issued until all of thequalification requirements have been assessed as being met.
The issuing organisation is responsible for ensuring the quality of
the learning outcomes and that the graduate has satisfactorily
completed any requirements for the awarding of the qualification.

Generally providers have the authority, throughregistration, for assessment; but there may be externalrequirements to be met.
Assessment may occur in the workplace, the classroom or
through recognition of prior learning.

Policy explanations
Articulation
Bachelor Honours Degree
Certification documentation
Clustered qualifications
Credit transfer
Discipline
Graduate
Proportion of components of a qualification at a
level
Recognition of prior learning
Research
Volume of learning― 213 ―

AQF Qualifications Pathways Policy
Purpose of the AQF Qualifications Pathways Policy
Principles underpinning the policy
Responsibilities of providers and others
Register of qualification pathways

Pathways policy
Providers responsibilities:
Have clear, accessible and transparent policies andprocesses for qualifications pathways and credit for
students
Make decisions regarding credit based on evidence, be
fair, timely, equitable
Recognise any learning - provided it has a relationship tothe learning outcomes of the qualification― 214 ―

Pathways policy
Providers responsibilities:
Giving credit must be academically defensible and take
into account the ability of the students to successfullycomplete the qualification
The quality of the learning outcomes and the integrity ofthe qualification are paramountCredit can mean credit towards or credit into
qualifications

Pathways registers

Providers and accrediting authorities will maintain registers ofcredit arrangements
These will improve the transparency of pathways for students
and the accountability of institutions providing them― 215 ―

Policy explanations
Articulation
Bachelor Honours Degree
Certification documentation
Clustered qualifications
Credit transfer
Discipline
Graduate
Proportion of components of a qualification at a level
Recognition of prior learning
Research
Volume of learning― 216 ―

AQF(Australian
Qualifications
Framework)'ŏgi]F@

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― 232 ―A brief outline of the Australian aged care education approach!$##$"#!!$#
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Ron Mazzachi / Helen Loffler

1

!%!%&
1. Overview of aged care service system
2. Education and training of aged care staff
 Training framework
 Qualifications

3. Focus on Certificate III in Aged Care
 Outcome based delivery and assessment strategy
 Industry partnership in delivery
Ron Mazzachi / Helen Loffler― 233 ―

2

Setting the scene: Australias Aged Population
Australias Population
5thDecember 2014
23,704,145
Population aged 65 years or
more
3.34 million = 14%
Expected population aged over
65 years in 2061
24.6%

Ron Mazzachi / Helen Loffler

3

Australian and state and territory governments
subsidise a broad range of services for older
people in Australia

Informal Care(family andothers)Formal:Residential
andCommunitycare

Flexiblecommunity
options

Housing
Options$ 13 billion spent on services 2012- 2013
Ron Mazzachi / Helen Loffler― 234 ―

4

Residential Care







Regulated by Aged Care Act 1997
252,890 places (June 2012 AIHW)
Provides accommodation and multiple levels of care including respite
Ageing in place
Capital costs largely funded by bonds (client loans) and provider profits
Client contributions:
Means tested daily basic care fee
Income tested contribution to accommodation (bond or daily accommodation
payment: refundable)
Income tested contribution to care

 59% NFP (not for profit), 11% state or local funded, 30% privately owned
Ron Mazzachi / Helen Loffler

5

Community Care (formal) Aged Care Act 1997 (Federal) Home Care Packages (Level 1  4)
 Coordinated options of care in the homecommunity nursing,domestic assistance,
personal care,meals,
home modification and maintenance,transport,
 Level 1 (basic)
 Level 2  low level care needs
 Level 3  intermediate care needs
 Level 4  High care and Dementia Support (behaviour) Consumer directed focus
 59,904 packages (places) June 2012
Ron Mazzachi / Helen Loffler― 235 ―

6

Community Care (flexible) Respite (National Carers Respite Program) Providing care of people with dementia in community to provide respite for
informal carers
 Home and Community Care (HACC) Primary health, rehabilitation, transport, home maintenance, social/wellbeing
 Veteran Home Care
 Low level home care to eligible veterans and war widows/widowers

Ron Mazzachi / Helen Loffler

7

Housing and Accommodation
 Retirement Villages
 Independent Living Units Serviced Apartments
 Supported accommodation

Ron Mazzachi / Helen Loffler― 236 ―

8

Regulation and Quality in Residential andCommunity Aged Care Services
Australian Aged Care Quality Agency
Ensure services adhere to Quality
Principles and Accreditation Standards
Non-adherence results in sanctioning
and removal of government subsidy
Aged Care Quality and ComplianceGroup (Dept of Social Services)
Responds to complaints about service

Ron Mazzachi / Helen Loffler

Residential (Facility)

9

Community

Care Worker
Care Coordinator
Enrolled Nurse
Registered Nurse
Clinical Nurse/Clinical Nurse
Consultant
Physiotherapist
Allied Health AssistantLifestyle AssistantLifestyle coordinator
Speech Pathologist
Dietitian
Podiatrist
Occupational Therapist
Hotel Service Staff

Ron Mazzachi / Helen Loffler― 237 ―

10

Certificate III Aged Care Work
10 core units/4 elective units
CHCAC317A Support older people to maintain their independence
CHCAC318B Work effectively with older people
CHCAC319A Provide support to people living with Dementia
CHCCS411C Work effectively in the community sector
CHCICS301B Provide support to meet personal care needs
CHCICS302B Participate in the implementation of individualised plans
CHCCS303A Support individual health and emotional wellbeing
CHCWHS312A Follow WHS safety procedures for direct care work
CHCPA301B Deliver care services using a palliative approach
HLTAP301B Recognise health body systems in a health care context
HLTHIR403C Work effectively with culturally diverse clients and co-workers
Range of elective choices under following subheadings  specialised client support, medication, organisational
support, supervision and training, community care, disability, mental health, oral health

Ron Mazzachi / Helen Loffler

11

Industry ready outcome based
qualification design
Each unit based around 3 key outcomes:
 Performance criteria  knowledge and skills thatwould be demonstrated if you were competent inthis unit of learning Required skills and knowledge  knowledge andskills the student must demonstrate within the
period of trainin
 Core skills for work  essential abilities
SHOULD MATCH TO JOB DESCRIPTION
Ron Mazzachi / Helen Loffler― 238 ―

12

Outcome based unit structure
underpins delivery and assessment
strategy
DELIVERY Accommodate differing learning pathways eg
CALD Opportunities for core skills development andpractice Opportunities for practice of skills in simulation
setting

Ron Mazzachi / Helen Loffler

13

Outcome based unit structure
underpins delivery and assessment
strategy Assessments are multidimensional and mustassess both skill and knowledge in the context
of practice within the workplace setting
 Simulation
 Case studies
 Workplacement
Must be accompanied by criteria for competency
especially in relation to skill demonstration
Ron Mazzachi / Helen Loffler― 239 ―

14

Industry partnership in delivery andassessment of qualification
 Delivery of work place experience Log book of skills
 80 hours (120 hours)

Ron Mazzachi / Helen Loffler

15

New models of industry engagementin aged care sector
 Increased number of students requiring work
placements as part of their education
 3000  4000 requests per year at Helping Hand
 Need to work towards workforce development inaged care  demand in super ageing society!
Ron Mazzachi / Helen Loffler― 240 ―

16!#%
Partnerships with tertiary
and vocational sector
education!Centralised facilitation
and aged care specific/inplace facilitation + staff
mentor development.

Educational andinterprofessional
programs to promote theclinical complexity ofaged care client

Centralised Coordination and Management

Data collection andevaluation  ongoingmodel development

Ron Mazzachi / Helen Loffler17

   Outcomes for industry
Increased episodes of service
Student capacity
Student satisfaction  consideration of aged care
Influence on aged care training and education

Ron Mazzachi / Helen Loffler― 241 ―

18       
Speech Pathology+500 additional episodes of service in 2013
Delivery of staff education sessions
EP
Community EP clinic
Residential Service with cognitively impaired clients
Rehabilitation Physiotherapy
Northgate and Ingle Farm TCP clients
Dental Hygiene+60 episodes of service
North Adelaide, Northgate and Mawson Lakes

Ron Mazzachi / Helen Loffler

19

How many hours for delivery andassessment?
 Compulsory 80 hours (120) work place
experience linked to assessment
 Recognition of current learning (RPL) Variable course duration  5 weeks to 6 months.
 ASQA regulates but industry has role to play!
Ron Mazzachi / Helen Loffler― 242 ―

20

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Ron Mazzachi / Helen Loffler― 243 ―

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 
Workshop on short-module training for long term care professionals
Held at Keishin-Gakuen Educational Group, Tokyo, Japan, 19  22 January 2015

Ron Mazzachi Consulting
E: ron.mazzachi@gmail.com
W: http://ronmazzachiconsulting.wordpress.com/


It was a privilege for Helen Loeffler (Helping Hand) and I to attend this workshop at
the invitation of Mr. Mitsutoshi Kobayashi, President of the Keishin-Gakuen
Educational Group. The purpose was to observe and comment on the development of
a new short module training program in aged care.
Helen has already commented on the similarities and also differences between her
experiences in Aged Care in Australia and those in Japan. I believe Helens comments
are an excellent summary of the main issues and current practices in Aged Care inAustralia.
As I am not a specialist in this area I will instead reinforce, but at a higher level, what I
believe are some of the underlying issues and principles in the development of most
vocational courses, including Aged Care, in Australia. I will also comment on othersimilarities and differences from my observations in Japan. As part of my interest in
Quality Assurance systems I also have some comments on some evaluation processes.

― 253 ―


Prior to the formalities of the workshop on 21 and 22 January we were introduced tothe activities of the Keishin-Gakuen Group including approaches to training and wewere very honoured to a visit their aged care complex. There is little doubt that staff,
facilities and equipment for training are world class and indeed some specialised
equipment, such as bathing assistance machines, are not usually available in Australia.
Some differences were quite apparent though especially in the way lifting of clients isundertaken in Australia and Japan. These reasons relate in part to the way thatlegislated Workplace Health and Safety requirements are addressed in Australia. Such
differences are then reflected in teaching practice such as the specific use of client
lifting equipment in Australia.
Similarly there is little doubt that staff, facilities and equipment for looking after agedcare clients are world class in Japan. I was also impressed with the extent of service
provision to clients at the day care centre that is part of the aged care complex.
Opportunities for integration of aged care clients to their local community where
possible such as through coffee groups, open days and visits by school student groups
are excellent initiatives, also practiced to varying extents in Australia.
We met with researchers and industry professionals who assisted us understand thebasics of the Japanese health and aged care system, how it is funded by tax payers
and then the obligations of government to support its aging citizens.


1. Point for consideration:
Can the processes undertaken for the development of existing or future staff
accreditation systems such as the Career Grade Stage program also form the basis
for defining skills requirements for VET in Japan?
We gained an insight into the development of an accreditation system for aged care
professionals. The presentation by Mr Shinnichi Ishibashi, Career Grade Division
Director of Elderly Service Providers Association was most interesting. A group of
higher education and industry professionals were commissioned to determine thespecific skills required in the Aged Care profession. They identified 140 key
competencies now incorporated into the Career Grade Stage program. There are― 254 ―

strong parallels in Australia for the identification of key skills required by industry.
Helen has already noted that the Community Services and Health Industry Skills
Council (CSHISC) articulate industry requirements for the development ofcompetencies for aged care workers.
The CSHISC is one of 12 Industry Skills Councils (ISC)1 funded by the AustralianGovernment to determine and update required workforce skills across industry. These
workforce requirements form the basis of Training Packages which in turn specify arange of qualifications from Certificate 1 through to Advanced Diploma. The level ofthe qualification will depend on the complexity of requirements. Such qualifications
are mainly addressed by the Vocational Education and Training (VET) sector.
I suspect the list of competencies identified in the Career Grade system foraccreditation of workers in long term care would align quite closely to the actual
training needs of the aged care industry in Japan? In this way the group of advisers to
the Career Grade system might perform a very similar role to that of the Skills Councils
in Australia. By identifying specific work skills, curriculum and syllabus could be
developed in Japan and so become more closely aligned to current industry needs.
The principle of this approach could be used to help define industry needs for all
qualifications used for long term care in Japan. As indicated in Helens report this may
result in reduced times of training and increased retention of workers.
Furthermore a similar approach to training development could be applied to staff
accreditation systems used by quite different industries.
2. Point for consideration:
If VET is integrated into the Japanese Qualification Framework (EQ) will knowledge,
skills and the application of knowledge and skills be a key consideration for all
qualifications, not just VET qualifications?
Consistency in determining the level of qualification, the knowledge, skills and theapplication of knowledge and skills and also articulation to higher degrees is all
specified within the rules of the Australian Qualifications Framework2. So it is the skills
1

http://www.isc.org.au/industry-skills-councils/2

http://www.aqf.edu.au/aqf/in-detail/aqf-levels/― 255 ―

and application of skills and some knowledge requirements that are determined
directly by the ISC consultative process for VET. In Higher Education3 the proportion of
education devoted to knowledge acquisition is traditionally considerably greater thanwith VET. It is then the balance of knowledge, skills and application of knowledge andskills that helps provide pathways between qualifications at various levels in VET andalso VET to Higher Education.



I believe the pre Workshop activities formed an important precursor to help
understand the development and context of the short module training.
It is in the purpose of the workshop that we encounter a significant difference
between the approach to VET training development between Japan and in Australia.
In Australia the required skills (and knowledge and application) form the basis ofTraining Packages covering many qualifications. It is these skills that are the nationallyrecognised or accredited components in Australia. Curriculum is often seen as asecondary consideration. This does not diminish the importance of curriculum which
is not accredited. Instead the provider may use or design any material and resourcesthat satisfactorily address the needs of the Train Package qualification. So in a sense inAustralia we work backwards. In offering training we first define exactly what industry
needs are to be addressed. Any person or group can design material and resourcesthat address the needs of various qualifications. This is the unaccredited component.
This training however must be delivered by an approved, that is, a registered provider.
The emphasis in recent years has been on the strength and consistency of theassessment process to ensure that the student has achieved competence in thespecified requirements4. While students are required to have a minimum amount oftime in training, they are expected to put in a lot of their own time to study often withincreasing emphasis on the use of on-line learning. This also suits government as theyseek to reduce costs by moving the emphasis of the trainer to a stronger assessment

3

In Australia the term Higher Education is usually reserved for University based training. Such pathways are welldeveloped in Nursing and Aged Care, possibly more so than for most other industries in Australia.
4

Halliday-Wynes, S & Misko, J 2013, Assessment issues in VET: minimising the level of risk, NCVER, Adelaide.

― 256 ―

process around what the student is expected to demonstrate, rather than specify
curriculum.
So if a similar issue arose in Australia to design a short module home based aged careprogram, the process would start by investigating the required competencies needed.
The process for providers would be to then design a training program curriculum toaddress the necessary competencies and define the appropriate assessment
strategies.
For this exercise in Japan it was clear the skill of the curriculum developers in longterm care was employed to achieve the required objectives. This was done byreviewing current curriculum design and determining times (usually reducing
components) for delivery already specified in longer courses.

At the workshop we also were able to review two different styles of training by Ms
Kanai and Ms Hatsugai. Helen has already commented extensively on this aspect so I
will be brief. One mode of delivery was a traditional lecture style and was used for thedelivery of law and rules in aged care. The other style was more engaging andreflective of students by using other resources such as DVDs and seeking student
opinion of scenarios for treatment of clients. This style is more often used in theAustralian VET system. Clearly there is role for both modes and approaches to delivery
or a mix of modes depending on the nature of the topic and material to be delivered.

I was most impressed by the subsequent evaluation process conducted by Dr Chisako
Eto. In the Australian context evaluation of courses run by providers is usually carriedout by a written student survey or using a small focus group of students. Questions
are often generic or open ended with surveys expected to be returned soon after aclass has finished.
Instead Dr Eto used a quite structured and methodical approach to cover a wide
ranges of performance parameters to ascertain student opinions in considerable
detail. The evaluation was performed with succinct timing to ensure appropriate
coverage. I expect there is a lot to be learnt in Australia from this approach to course
evaluation soon after course delivery.

― 257 ―

In Australia for the longer term evaluation of outcomes of training in VET, a large
sample of graduates is surveyed by the NCVER each year referencing a point about 6
months after graduation5.
The aim of the Student Outcomes Survey is to improve the economic and social
outcomes of students who undertake vocational education and training (VET). This isachieved by providing the VET sector with information on the:outcomes from training (eg. employment and further study outcomes)
relevance of the training
benefits of the training
satisfaction with the training
reasons for not continuing the training (where applicable).
The information is used by national and state/territory bodies, along with local
training providers, to ensure vocational training is of high quality and relevant toAustralian workplaces. The survey highlights both the positive and negative outcomesfrom training and monitors the effectiveness of the VET system. The informationcollected assists in administering, planning, and evaluating the VET system.
The limiting factor in this approach is that there is usually no further follow up and so
it is difficult to determine pathways taken by students after this time. This situation is
being partially addressed with the introduction in 2015 of a Unique Student Identifier
required for all VET students. In this way students who undertake training months or
years later can be followed.


I became aware during this week of the significant challenges across Asia of the superageing societies. It would seem that most countries in this region would benefit froman ongoing Pan Asian dialogue on the ways to more effectively manage issues arisingand to work together to share best practices and plan for the future. This is achallenge I would be interested to explore and I would welcome your feedback.

5

http://www.ncver.edu.au/statistic/21065.html― 258 ―

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3-2

Summary Report

Summary Report
Workshop on short-module training for long term care professionals
Keishin-Gakeun Educational GroupTokyo January 2015
Helen Loffler

It was a privilege to be involved in the discussion meetings leading up to, and the trial workshop
for short-module training for long term care professionals for the Keishin-Gakeun Educational
Group over the last week. The need for workforce development in response to a super-ageing
society has elements of a similar challenge which apply both in Japan and Australia, and infact, at
a global level. Responding to this need through innovative training and education resulting in agedcare appropriate workforce outcomes is a high priority. I am extremely grateful to have had theopportunity to discuss and reflect upon new approaches within the Japanese setting to respond tothese workforce challenges and have included some key reflections in the following document.
1. Job role competencies and the link to education and training strategiesa) In the challenge to create training and education to build a workforce, theappropriateness of a training program can be assessed by its relevance to the job rolethat it has been designed for.
The short-module training program is aiming to result in engagement of new workers in a
beginning level home health visitor role. To understand the appropriateness ofcomponents of the training, the job role (job description) of the home health visitor
becomes the basis for the design of the training program. The skills, knowledge andattitude listed within the job role, are the educational outcomes required as a result of
the training. This outcome based educational design process ensures that training resultsin employment within the industry.
Progression to a certified aged care worker is the next step for a beginning level homehealth visitor, and consequently, clear job description for this role also will be useful indetermining training strategies for this next educational step also.

― 264 ―

For further consideration: Discussion and use of the job role description of both thehome health visitor (beginning level) and the Certified Care Worker in the development
and review of the short module training program.

b) Discussion of the Career Grade Stage Program highlighted that work role competencies
had been determined through a project involving both academic and industry
representatives.
This had some similarities with the Australian system of industry engagement indetermining skills, knowledge and attitudes within qualification development. It appearedthat while the Career Grade Stage program was used to validate quality and skill level ofexisting staff, it seemed that the 140 competencies identified could be used indevelopment and validation of training and education programs into the future for both
beginning level and certified level care workers.
For further consideration: Use of the 140 competencies in the validation anddevelopment of educational programs. This could also act as a potential link between
industry and the educational providers.
2. Delivery and Assessment Strategiesa) Content of the short-module training program had many similar components to theelements of training within the current Certificate III Aged Care program delivered within
Australia. Dignity, Dementia, an overview of the aged care system, practical skill provision,and maintenance of independence are common themes. This content is validated inAustralia by the Community Services and Health Industry Skills Council who represent
industry requirements in the development of competencies for an aged care worker to
fit within the Australian Qualification Framework. As discussed previously, the Career
Grade Stage program, may be the basis for Japanese industry engagement in qualification
validation through their identified 140 competencies.
Current focus within the Australian aged care setting is moving towards core
health/community service modules with either a focus on residential (long term facility
based) care skills, home and community care skills, mental health or disability specialities.

― 265 ―

This reflects the need to offer some standardised subjects/units of learning, and then theability to specialise into a particular area. This can support training efficiency for theeducational provider.
Other focus areas in the Australian system include working with clients with severe
Dementia and Palliative care. This reflects the increasing complexity of clients entering
aged care facilities and the corresponding shift in job role skills, knowledge and attitude.
Health Promotion and Healthy Ageing principles are also areas of key focus withindeveloping Australian educational approaches to aged care education.
b) Delivery methodology : A variety of methods of delivery were trialled within theworkshop on the 21st of January. In a program targeted at beginning level workers, it
seemed that engaging and reflective approaches were most successful. Delivery
methodology can be determined by the identification of the type of learning outcomes 
whether it be a skill, knowledge or attitude outcome. It also appeared important thatstudents are aware of learning outcomes for each session, and where the learning session
fitted within the larger picture of the program as a whole course. Use of media (DVD,
online clips) seemed a useful way to present the aged care setting, and discussion ofcorrect and incorrect techniques viewed was identified as an ideal way to develop
understanding.

c) Delivery within the workplace setting. Traditionally a practical placement has occurred
within the longer training programs with external facilitation visits to ensure students areprogressing with practical skills. Even within the short module program, a short period of
observation and participation within the workplace could compliment learning andreflective activities occurring back within the classroom setting. This may engage industry
into educational approaches which can improve quality within the aged care workplace,and lead to training programs that are engaged within the workplace to ensure theirtraining outcomes meet workplace need.

d) Assessment strategies within the short-module training program are required to reflect
the skills, knowledge and attitudes required for the role of a beginning level worker. This

― 266 ―

leads to assessment tools that are not only knowledge tests, but to tools that reflect
student attitudes and skills. Formulating assessment tools which can determine skill andattitude require a clear criteria to outline successful performance which students andteachers can be aware of prior to the assessment being administered.
Workplace assessment can also play an important role within a training program.
Assessment tools that enable identification of key skills, attitude and knowledge applied
within the daily duties of the job role can validate the students competency or noncompetency within the role.
For further consideration: Career Stage Grade Assessors have previously been identified
and trained. Could these staff be involved in the workplace assessment/delivery of
training to beginning level students undertaking short module training?
Both delivery and assessment of training within the workplace setting can act as a tool
to engage industry with education colleges in the provision of outcome based training
to respond to workforce development needs. This may involve the development of roles
within industry to support the training and assessment of student learning. This could
involve existing certified care workers and/or Career Stage Grade Assessors in a
training/education pathway. It may also lead to differing resource allocation in thecosting and provision of education programs.
3. Pathways (stepping stones)  equipping workers with transferable skills for future
career developmenta)Discussion identified retention challenges in keeping trained care workers in the agedcare workforce. This prompts thoughts as to whether long training periods at thecertified care worker level should also be evaluated. 1850 hours and 2 years within
the workplace seemed to be resource intensive for the development of workers that
may not remain in the aged care workforce. Possible consideration could be given tocompetency based qualifications based on job role competencies, rather than a set
curriculum. This may reduce resources required in the training and education for thisrole, but still enable workers to be trained to a competency suitable for the job role.

b) Several pathways from beginning level home visitor to certified care worker andbeyond were discussed. In the Australian setting, standardised competency based― 267 ―

qualifications underpinned by a national qualification framework enable pathways
from care worker role to other associated health care and aged care roles to occur.
Future development of entry level qualifications may involve a generichealth/community service competency that could be specialised into an aged care,childcare, mental health, social or disability area.

4. Targets for short-module traininga) Increased uptake of training, and entry into the aged care workforce by school leavers,
foreign students and parents returning to work is a desired outcome of the shortmodule training program. Success with each of these groups may require differing
delivery strategies for competency to be reached in the shorter time frame. In
particular, students from foreign backgrounds may require additional
communication/interactional support to meet competency to be job role ready by theend of training.
b) While an ideal outcome is that graduated students remain employed in aged care, thelow pay, limited pathway for extension, and demanding nature of the work, canmean that longevity in the aged care workplace can be limited. In response to this,the shorter module training makes it easier for students to enter the workplace
without the extensive commitment to training resource or time. I believe this is one
important component to increasing the workforce in the aged care area andrealistically responds to the transient nature of the workforce at this point in time. I
strongly believe the increasing complexity of aged care will require increasingly skilledworkers and clinicians, however, at this point in time, development of an entry level
workforce is a priority.

5. Program Evaluationa) The short-module training approach aims to increase recruitment and training ofschool leavers, foreign students and parents returning to work. Demographic datacollected on enrolment and graduation would confirm this aim.

― 268 ―

b) Increased retention, employment and pathway to the certified care worker role is also
an aim of the short module training approach. Gathering data on these outcomes has
challenges, and in Australia, employment outcomes from vocational training has not
yet been collected systematically. However, this must become a priority if training
and education is aimed to develop work ready competency in the future workforce.

c) Evaluation at the workplace level is also key. Existing employees experience ofworkers who have completed short module training could be useful in further
planning of the program. Student attitudes towards ageing and working within the
sector can be evaluated. Within Helping Hand, a number of validated attitudinal tools
are used to gather data on students experiences prior to work placement and after
exposure to the workplace.
6. Global role of the aged care worker
Discussion of the super-aging society and its relevance internationally was of greatinterest. The development of a workforce to respond to this need becomes a priority.
Identification of key competencies for quality support of the older adult at both beginninglevel worker and advanced clinician roles could become a global priority. Once key
competencies are established, qualifications and pathways in education and training foraged care could be internationally recognised, potentially enabling an easier transfer oflabour where required. I am very interested in examining the role and competencies of
the aged care worker and will be exploring this further over coming weeks and months. I
believe this to be of significance in future discussions!

― 269 ―

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平成 26 年度

文部科学省委託事業「成長分野等における中核的専門人材養成の戦略的推進」事業
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