work placement booklet aged care

Work Placement Guide

Certificate III in Individual Support Work Placement Guide for Human Services Providers and RTOs

Work placements in disability support and aged care

Work in the disability and aged care sectors is unique, rewarding and challenging. Many of the required skills and behaviours are hard to teach in a classroom, so it’s critical that students preparing for work in these sectors are exposed to real workplaces and real clients as part of their studies.

This exposure:

• helps students to understand what the work involves and whether they are suited to it
• ensures new graduates can apply their skills and knowledge in real-world situations
• makes graduates more employable
• provides service providers and clients with support workers and carers who are skilled and well
• prepared for work in the sector.

Work placements

Learn more about the benefits and features of high-quality work placements.

Strong collaboration

Guidance on how to select, build and maintain relationships with quality partners.

Clear roles, responsibilities and expectations

Help on defining clear roles, responsibilities and expectations between service providers.

Effective support for students

Assisting all parties understand their commitments during work placements.

Continuous Improvement

Guidance on how to ensure your work placement arrangements continue to work well for all parties involved.

Case Studies

Learn how other organisations are using Vocational Education and Training to grow and skill their workforce.

Useful contacts and resources

Important links, glossary and useful templates for you.

Students undertaking the Certificate III in Individual Support gain this exposure through work placements (also referred to as mandatory work requirements or vocational placements).

They must complete 120 hours of direct support work in at least one aged care, home and community care, disability or community service organisation to complete the qualification.

However, stakeholders in the disability support and aged care sectors report that the quality of these work placements is inconsistent.

While many employers and training providers have established strong collaborative arrangements to ensure work placements are effective and well managed and provide good learning and employment outcomes for students, this is not always the case.

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Aged care work placements

Make a meaningful difference with BlueCare.

We’re looking for people who want to make the world a little better through small moments that leave big impacts. To build meaningful relationships and make a difference in the lives of others.

To kickstart your aged care career, we’ve partnered with select Registered Training Organisations (RTOs) and universities to provide student placements in our community and residential aged care services, in roles ranging from personal carers to registered nurses and allied health professionals.

With your qualifications in hand, you’ll be able to form part of our big-hearted BlueCare team of highly dedicated people right across Queensland who are encouraged to grow, develop and feel empowered to make the everyday easier for the people we care so passionately about.

Vocational placement is structured learning in a real work environment so students can gain valuable aged care work experience in the practical skills required for their qualification.

Prior to placement, students will be invited to an online pre-placement briefing session. On the first day of placement, students will receive an orientation to the facility and an introduction to the organisation and the services BlueCare offers. Students will also be provided with an online handbook to support them during their stay.

With a Blue Nurses legacy dating back to 1953, BlueCare is one of Queensland’s largest and most trusted not-for-profit providers of community and in-home care, residential aged care, disability services and retirement living and is proudly part of the UnitingCare family. We’d love you to be too.

BlueCare is proud to be a diverse and inclusive  employer – everybody is welcome here.

Personal carer placements

We are partnering with a preferred panel of RTOs to offer Certificate lll in Individual Support students the opportunity to complete their personal carer placement with BlueCare. Please contact any of the RTOs listed below if you are interested in completing your Certificate III and your student placement with BlueCare.

• Ashley Institute of Training .
• Blue Stone Medical .
• Carers Queensland .
• Designer Life .
• Educare College .
• Major Training .

Requests will be accommodated based on organisational needs and capacity at the time, and priority given to students studying with our Registered Training Organisation (RTO) and university partners.

If you are studying with another RTO, or if you are an RTO looking to work with us, please refer to the information below.

Clinical and other placements

We also take students who are studying nursing or allied health professions, including:

• Enrolled nurses
• Registered nurses
• Physiotherapists
• Occupational therapists
• Podiatrists
• Exercise physiologists
• Speech therapists

Other qualifications where we may be able to offer a placement may include:

• Cert. IV in Leisure and Health
• Cert. IV in Ageing Support
• Cert. III in Health Services Assistance

Non-partner RTOs or universities requesting placements

Demand for placements is always high. Requests will be accommodated based on organisational needs and capacity at the time, and priority given to students studying with our Registered Training Organisation (RTO) and university partners.

To request student placements, please complete the BlueCare University/RTO Student Placement Request Form  and attach it with the items listed below in the enquiry form:

• Insurance and Liability Information
• Program outline / learning objectives

Once we have reviewed this information we will contact you directly if we are able to accommodate your request.

Students requesting a clinical or other placement

For these types of placements please complete the BlueCare Individual Student Placement Request Form  and attach it in the enquiry form. If we are able to meet your request, we will contact you directly.

Making a meaningful difference, together.

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Work Placement

*With the exception of HLT47315 Certificate IV in Health Administration

Required Personal Security Checks:

• The date of this check must be within 12 Months of your Work Placement dates.
• NDIS Worker Screening Check – Visit website

Please ensure that you use InterCare as the Employer, we will approve your check. InterCare Training’s Employer ID for your NDIS Worker Screening Check Application is: 4-G0S8VTN (Please note the character after G is a ZERO not the letter O)

• This can be obtained by using the following link: Visit website
• A Volunteer card is accepted for Work Placement

Online Learning Modules

• Disability Worker Orientation Module – View module
• This can be obtained by using the following link: View module

Vaccinations

• Record of your current Flu Shot
• Record of ALL of your COVID Vaccines, including BOOSTER (minimum 3 doses)

New South Wales

South australia, have you sourced your own work placement.

If you have sourced your own Work Placement opportunity or are completing placement with your current employer, the following form must be completed and returned to [email protected] .

This form must be completed in full, returned and approved by an InterCare Team member before you can begin logging hours.

Click Here to complete the Work Placement Host Organisation Checklist

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• CHC33021 Certificate III in Individual Support (Ageing)
• $1399 – CHC43015 Certificate IV in Ageing Support
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Work Placement

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What is work placement?

The completion of work placement is critical to the success of your qualification.  Not only do all of ACCSC courses have a mandatory work placement component but it also provides our students with the opportunity to learn in a real environment under the direction of a qualified practitioner.

Work placement provides you with the opportunity to work directly with qualified people to:

• Provide support to people in aged care facilities or with disabilities in facilities or respite centres
• Assist in the development of care plans for individuals
• Participate in social events and outings organised by the facilities
• Empower older people and people with disabilities to realise their potential
• Develop relationships and networks with colleagues and the community
• Work with individuals dealing with mental health issues
• Participate in the development of care plans and counselling plans for individuals including younger people and older Australians
• Work with people to address behaviours including younger people and the impacts of mental health issues
• Support and use appropriate techniques to identify and deal with behaviours of concern
• Provide various services, under supervision, for a range of clients including youth and people with mental health issues and substance abuse
• Work placement is often the first step to securing employment in the community sector following the completion of your qualification.

The following minimum hours of work placement apply to our qualifications:

• CHC51015 Diploma of Counselling – 100 hours
• CHC33021 Certificate III in Individual Support – 120 hours
• CHC43015 Certificate IV in Ageing Support – 120 hours
• CHC40321 Certificate IV in Child, Youth and Family Intervention (Residential and Out of Home Care) – 120 hours
• CHC50321 Diploma of Child, Youth and Family Intervention – 100 hours
• CHC52021 Diploma of Community Services – 200 hours
• CHC40421 Certificate IV in Youth Work – 80 hours
• CHC50421 Diploma of Youth Work – 200 hours
• CHC43121 Certificate IV in Disability Support – 80 hours
• CHC43315 Certificate IV in Mental Health – 80 hours
• CHC53315 Diploma of Mental Health – 160 hours
• CHC43215 Certificate IV in Alcohol and Other Drugs – 80 hours
• CHC53215 Diploma of Alcohol and Other Drugs – 160 hours
• HLT33021 Certificate III in Allied Health Assistance – 120 hours
• HLT43021 Certificate IV in Allied Health Assistance – 120 hours

Many graduates of ACCSC have gone on to secure full and part-time employment with their vocational placement employers and continue their studies to grow their career.

When can I start my work placement?

Learners can start organising their placements at any time, but still within the course duration, once they have successfully completed the first 6 units so they can put that theory into practice.

Before you commence your work placement, you and your workplace supervisor will be required to sign a number of documents. These documents, including a signed Workplace Agreement that must be submitted to ACCSC BEFORE you commence your work placement.

Are there restrictions on the type of workplace I should source?

While there are no specific restrictions on the workplace, you should use the following as a guide:

• Individual support – ageing – source an aged care facility or similar that provides full or part-time care for older Australians or at home care services that enables you to provide support for older Australians in their homes
• Individual support – disability – source a facility that provides full or part-time care for individuals with a range of disabilities. This may include independent living facilities, social and community support services, non-government disability services, and community disability support services
• Mental health – source a workplace such as a non-government organisation or funded community-based organisation providing support and/or counselling services for individuals with mental health issues
• Youth work – source a workplace or support service that provides support for youth in relation to housing, alcohol and drug addiction, high risk behaviours, relationships and mental health through general counselling services, specialist support services, and social and recreational activities and services.
• Counselling – source a counselling support service, community-based and/or government funded, that provides varied counselling opportunities.

Some services may offer placement or volunteering opportunities where you can work unpaid for short periods of time.

Tips for finding work placement

It is important to get your search for work placement off to a great start. Make contact with community services and other non-government agencies in your local area or an area that you can travel to.  You may be able to volunteer at some services to increase your chances of securing the ideal placement.

Use the following tips to help you secure your work placement organisation:

• Research community services in your local area or an area that you can travel to
• Conduct research on the service before you speak to them. Employers always like to see that potential staff have taken the time to get to know their organisation
• Consider your search as a job interview and prepare a detailed application for the service
• Ensure that you sell yourself including your professional qualities, any previous experience, and your career aspirations
• Make sure that your applications are tailored to the service you want to work with
• When speaking with potential workplaces, do not be afraid to sell yourself
• When you secure your placement, work hard and aim to achieve positive results for yourself and the organisation
• Finally in your search, ensure you find the organisation that shares your values

Check with your local State or Territory government about opportunities to volunteer.  All State and Territory governments have sites that provide information on areas for volunteering and how to become a volunteer.

At the interview

Prepare well in advance of your interview by thinking about the questions you want answered in advance and updating your resume. While you are there:

• Be positive and aware of your posture and body language
• Let them know what you know about the facility
• Speak to your resume including your achievements
• Respond to any questions positively

What if I am having trouble finding placement?

ACCSC offers a free service for all of our current students to support them to find a suitable work placement school or service.  We can help you with:

• Providing advice on preparing your resume
• Meeting on-site insurance requirements
• Referring students to known workplaces seeking volunteers. Contact your trainer

Before you do your interview, you’ll be provided with a work placement letter that you can give to the service to confirm that you are currently enrolled in a vocational qualification requiring the completion of work placement.

Contact us to find out more and inquire about the work placement conditions.

What will happen on my work placement?

While on work placement, you will carry out tasks under the direction of a qualified supervisor. As we are an online training organisation providing our training in all States and Territories of Australia, we do not conduct physical visits on site to observe our students. Instead, you work directly with your supervisor who will confirm and validate your knowledge and experience for the duration of your placement.You will complete a number of tasks detailed in a Learner Placement Booklet and Third Party Evidence Collection Booklet (TPECB).

Your supervisor will verify the completion of the tasks in the TPECB before you submit it to your trainer for marking. The booklets will be provided to you prior to the commencement of your placement.Each day, you will be required to complete an attendance record to confirm completion of the required hours.

When you have completed your work placement, your attendance sheet will need to be signed by your supervisor to verify that all necessary hours have been completed. Please note that the hours indicated above do not include lunch breaks.

For more information on how you will be assessed during your placement, refer to our Training and Assessment Policy .

Contact us to find out more and enquire about the work placement conditions.

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Certificate III in Individual Support

This is a Free TAFE for Priority Course.  Find out about your eligibility

Develop the skills to care for those within the aged care sector

The Certificate III in Individual Support is designed to provide training to entry level workers who want to work specifically in residential aged care facilities, community care and nursing homes. It is perfect for people who are wanting to start a career as a care worker, as well as for those who are already working in the area but who need to formalise their qualifications in order to take the next step in their career. This course will train you for entry-level aged care support positions where you will learn: • About the human body and how to support its healthy functioning. • How to facilitate the empowerment of older people and tailor their support. • Supporting and monitoring a client with dementia. • Tools to communicate and collaborate effectively with clients, families and co-workers. Within the course you will learn how to provide physical, social and emotional support to the elderly, as well as how to work as part of a team with other health professionals such as nurses and healthcare workers. This course will equip you with the skills and knowledge to gain employment within an aged care environment. With an ageing population, there is high demand for qualified aged care workers. Throughout your training, the focus will be on empowering you with the knowledge and competencies required by aged care workers to deliver individualised person-centred support to people who may require assistance due to ageing in community or residential based settings. You will be taught how to use discretion and judgement in relation to providing this support and to take ownership of tasks and outcomes. Practical sessions will be conducted in our state-of-the-art allied health facility at Frankston and Berwick, with simulated hospital rehabilitation and community environments. A minimum of 120 hours work placement is required to complete this course which will be arranged by Chisholm Institute. Many of our students are offered work on completion of their placement. This course is also available as a traineeship. TIMETABLE: Monday (Online), Tuesday (Online), Wednesday (On Campus) 9am - 3pm.

Please note: The information on this page is for non-trainees only. View the traineeship version of this course.

Free TAFE Pathways

In addition to being a Free TAFE course,  this course is also part of the Free TAFE Pathways  initiative.

Experienced teachers who are experts in their field will provide you with a range of factual, technical and procedural knowledge, as well as expand on the theories behind the concepts and practices of person-centred support. To successfully complete this course, you will be required to complete a work placement of a minimum of 120 hours. Once successfully completed, you can extend your skills by studying Chisholm’s Certificate IV in Ageing Support CHC43015 or an alternative course in the healthcare field. Chisholm TAFE is one of the largest provider of tertiary and vocational education in Melbourne's south east. With state-of-the art facilities, professional training and support, you'll enjoy studying at Chisholm. INHERENT REQUIREMENTS The Certificate III in Individual Support CHC33021 has specific inherent requirements that students must meet to successfully engage with and complete the course. These requirements ensure that students are adequately prepared for the demands of the skill set content and potential future job roles in the aging and disability sector. Here are some general categories of inherent requirements to consider: - Physical Abilities: Some units in the skill set involve practical activities requiring physical capabilities. For example, students may need to perform CPR, engage in manual handling techniques, or participate in scenarios simulating real-world situations encountered in the aging and disability sector. - Clearances and Checks: Roles in the disability sector often require interaction with vulnerable individuals. Students may need relevant clearances and checks, such as a National Police Check and a Working with Children Check. In some cases, graduates may need a National Disability Insurance Scheme (NDIS) worker screen check. - Language Proficiency: Effective communication is crucial. Students may need a minimum level of English language proficiency to interact appropriately with clients, colleagues, and other stakeholders. - Technical Skills and Competencies: Some courses require specific technical skills, such as familiarity with assistive technologies or software applications. - Cognitive Abilities: Students may need critical thinking, problem-solving, and decision-making abilities relevant to the course and potential job roles. - Emotional Resilience: The disability sector can be emotionally demanding. Students may need to demonstrate emotional resilience, empathy, and the ability to provide support while maintaining their well-being. - Industry Traits and Attitudes: Some courses require specific traits, such as compassion, cultural awareness, and respect for diversity. These requirements are designed to prepare students for the challenges and responsibilities of the course and subsequent career pathways. They are not intended to exclude individuals but to set realistic expectations and provide a foundation for success in the aging and disability sector. Upon completing the CHC33021 course at Chisholm Institute, learners have various study pathways available to them, including: - Further Education: Graduates can pursue higher-level courses within aged care and disability, such as advanced diplomas or bachelor's degrees in related disciplines, to deepen their knowledge and skills. - Employment: With the CHC33021 qualification, learners are prepared to enter the workforce as aged care or disability support professionals. They can seek employment in residential care facilities, community organizations, and home-based care services. - Specialization: Learners can undertake additional short courses or workshops to specialize in areas like dementia care, mental health support, or specialized communication techniques. - Professional Development: Ongoing professional development through workshops, seminars, and conferences is crucial. This helps graduates stay updated on industry trends, best practices, and regulatory changes. - Research and Advocacy: Some graduates may pursue research or advocacy roles within aged care and disability sectors, contributing to policy development, conducting research studies, or working with advocacy organizations. It is advisable for learners to consult with Chisholm Institute's career counsellors or academic advisors to explore these pathways further and make informed decisions based on their career goals and aspirations.

Your current skills, knowledge and experience can help you get a qualification.

Find out about skills recognition and RPL for certificate to advanced diploma courses .

Find out about advanced standing for  graduate certificate, graduate diploma and bachelor degree courses .

Admission requirements are completion of BKSB assessment with an outcome of ACSF exit level 2 - working level 3, for both literacy and numeracy, must be Seventeen (17) years and nine (9) months of age (18 to attend placement), Please Note: Students must be able to produce a clear voluntary Working with Children Check and recent National Police Check is prior to commencing placement., Students will be unable to complete full course requirements without completing placement.

*Student tuition fees are correct at time of publishing and are subject to change given individual circumstances at enrolment. Please note: Fees will be subject to change if the course runs over two or more calendar years. Check to see if you are eligible for government-subsidised training . Training to eligible students is delivered with Victorian and Commonwealth funding. Students with a disability are encouraged to apply for this course using Skills First funding. **You are required to pay additional fees for materials and support services, not covered by your tuition fees. This may include things like learning resources, personal protective equipment/clothing, and vary depending on the course you study. Material fees are also subject to change given individual circumstances. Please note: You will also be required to pay the Student Services fee for each year of enrolment.

Payment plans

At Chisholm, you can spread your tuition costs over the year by making part payments via direct debit on a weekly, fortnightly or monthly basis. Payment plans are available for local students enrolling in certificate level courses only. Read more about payment plans .

Scholarships

Annual scholarships may be available to eligible students suffering financial hardship through the Caroline Chisholm Education Foundation. Find out more about the scholarships , which to date have supported more than 150 students with grants ranging from a few hundred dollars to a few thousand, depending on circumstance and the area of study.

Government-subsidised training

Check here to see if you are eligible for government-subsidised training . Training to eligible students is delivered with Victorian and Commonwealth funding. Students with a disability are encouraged to apply for this course using Skills First funding.

Please note: Students may be required to undertake an assessment of their literacy and numeracy as part of their application process.

Chisholm courses are subject to minimum and maximum group numbers. Courses may be cancelled or postponed if minimum numbers are not achieved by the start date of the course. Courses may close prior to the start date if the maximum numbers are reached. In that situation, eligible applicants will be offered a place in the next available intake.

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Understanding Aged Care Work Placements: A Guide 

Becoming an aged care worker is one of the most rewarding and gratifying jobs out there. In order to become an aged care worker, it is a good idea to get your CHC33015 Certificate III by doing an Aged Care Course so you have the latest nationally recognised qualification for caregivers and support workers.

Vigil Training College offers the Aged Care Course (Certificate III in Individual Support) both online and in a classroom. You will be able to get quality education while having the flexibility that suits you.

As part of the Certificate III Aged Care Course , you will have to complete 120 hours of mandatory work placement within 12 months. This may seem a bit daunting to some people; it may be hard to know where to start or where you should do your placement. But do not stress! Keep reading for some tips towards understanding aged care work placements.

You Must do 120 Hours

A total of 120 hours of industry work placement is required to be completed to obtain your qualification. You can complete this within 12 months, so while it may seem like a large number of hours, you can break it down so that it is three weeks of full-time work, or 6 weeks of 2 hours of placement per week. You will be able to spread these hours out however much or however little you like depending on the facility you are working in.

You will be Responsible for Finding a Placement Provider

Generally, you will be responsible for finding a placement provider. However, if you are struggling, there will most likely be help available depending on where you are doing your course. At Vigil Training College, the Vocational Placement Coordinator is able to help you in finding somewhere for your placement. It is a good idea to create a list of all of the providers that offer placements in your area, as well as do some research to find out what type of care each facility provides.

It also does not hurt to ask for help. Email, or even give the providers on your list a call to enquire about their placement opportunities. It is also essential to have an amazing and well-written CV to show how serious you are about completing student placement. It may also be a good idea to include a short cover letter introducing yourself and why you are doing the Certificate III in Individual Support (commonly known as the Aged Care Course) to help those reading it get to know you a bit better.

What if You are Already Working in an Appropriate Aged Care Facility?

If you are already working in an appropriate Aged Care Facility , it is recommended by Vigil Training College that the facility you are working in would be best for completing your 120 hours of placement. There may even be some flexibility in the timing of workplace evidence collected for those who are already employed at a facility, for this course.

Make Sure You Meet the Workplace Requirements

Before you enter a workplace facility in the aged care industry , you must ensure you meet the requirements. The first requirement is a satisfactory National Police Clearance. The second requirement is a current vaccination/immunisation certificate and proof of immunity.  You need to ensure that you are up to date with your vaccinations so you do not pass any illnesses onto those you are working with who are much more vulnerable to getting sick.

The last requirement is to have a First Aid Certificate (HLTAID011 Provide First Aid). Getting this certificate is not part of the course; however, training providers such as Vigil Training College offer this course that you can do alongside your Aged Care Course.

Lastly, it is important that you enjoy your placement and get the most out of it that you can. Make sure you ask questions and show initiative so you can get involved and learn the most you can from the people that you are working with. It is also a good idea to work on a range of shifts so you can broaden your experience and learn about how a night shift may be different to a day shift.

Placement is a way that you can get real-life experience and see what it is really like to work in Aged Care . Not all courses have a mandatory requirement to work in the industry for 120 hours, so it is crucial that you try your hardest and see how much you can learn in those 120 hours.

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Work Placement

integratedliving offers students who are studying a Certificate III in Individual Support the opportunity to complete part of their work placement hours in a community based setting.

When completing work placement, students will expand their knowledge and skills in a practical way and learn contemporary practice while working with our clients and their carers. 

Students are partnered with an experienced Support Worker for their placement hours allowing them to gain insight and knowledge while feeling comfortable out in a community setting. (integratedliving reserves the right to postpone placements due to COVID-19 restrictions).

Benefits of completing your placement with us include:

• 30-40 hours of varied learning experiences and increased knowledge
• Learn and be engaged by an experienced Support Worker with one-on-one mentoring
• Gain an understanding of skills and attributes for community-based work
• Build confidence and strong communication skills.

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• Student Placements with First Peoples
• Benefits of student placements with First Peoples
• Considerations - student placements with First Peoples
• Developing Cultural Awareness and Cultural responsiveness
• Developing Effective Relationships with First Peoples
• Communicating with First Peoples
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• Student Placements in an Aged Care Setting
• Benefits and opportunities of clinical placements in aged care
• Communication Considerations in Aged Care
• Quality care in aged care settings
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• Assisting students to empower Self Determination in Aged Care
• Inter Professional Education in Aged Care
• Allied Health Student Placements in Mental Health Settings
• Considerations for student placements in mental health settings
• Mental Health settings - practical support for the Student Supervisor
• Student Preparation for Mental Health Care Placements
• Allied Health Student Placements in Rural and Remote Health Settings
• Planning for a rural and remote student placement
• Managing clinical placements with outreach service delivery
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• The role of technology in supporting students and supervision
• Interprofessional education in a rural and remote health setting
• Allied health student placements with NDIS providers
• Considerations for student placements in NDIS
• Preparing students for a placement in a NDIS setting
• Practical support for the student supervisor
• What is Interprofessional Education...and what is it NOT?
• Why consider an IPE placement?
• How to include IPE in student placements - for supervisors
• How to support student transition to an IPE placement
• IPE evidence, networks, professional development and toolkits
• Providing Clinical Education in Private Practice
• Planning for student placements in private practice settings
• Clinical Education Models in Private Practice
• Specific Allied Health Professions
• University placement information
• Workplace Information
• Characteristics of effective student supervisors
• Characteristics of effective student/supervisor relationships
• Setting learning goals and objectives
• Facilitating Learning on Student Placements
• Questioning techniques to advance learning on clinical placements
• Facilitating clinical decision making and clinical reasoning
• Facilitating Group Communication
• Facilitating Reflective Practice and Self Assessment in Students
• Providing Feedback to students on placement
• The role of assessment in clinical placement
• Assessment opportunities during the clinical placement
• Consistency in Assessment
• Key Points to Remember When Assessing Students
• Conflict Resolution in student placements
• Managing challenging situations
• Practical ways to start difficult conversations
• Managing difficult situations - tools for supervisors
• Managing difficult situations - tools for students
• Supporting Students' Cultural and Linguistic Diversity
• Supporting student with a disability or medical condition
• Supporting student mental health and wellbeing
• Emotional wellbeing - resources for student supervisor
• Virtual supervision and virtual placements
• Benefits of offering clinical education placements
• The importance of quality clinical education in allied health
• Placement models and approaches to supervision
• Creating a student placement opportunity
• First time student supervisors
• Workload management tips for supervisors
• Pre-placement planning
• Orientation of the student
• Managing expectations, professional boundaries and ethical practice
• During a student placement
• Evaluating the placement experience
• Home ›
• Practice Contexts for Clinical Education ›
• Aged Care ›

What is aged care?

Aged care is the support provided to older people in their own home or in an aged care (nursing) home.  It can include assistance with everyday living, health care, accommodation, or equipment (Australian Government, 2020).This broad definition encompasses a variety of services and can include:

• care at home (such as Commonwealth home support program, home care packages
• short-term care (such as transition care, respite care or short-term restorative care).
• residential care in aged care homes
• care of the elderly in an acute care setting.

Services provided may target prevention, treatment, transitional and/or end of life care.

Planning and preparing for student placements in aged care is essential.  You might find it useful to refer to the ‘ Preparing for and managing Placements ’ section of this website to access general clinical education material to support your preparation.

To optimise the student’s placement experience, teaching and learning activities should be tailored to the aged care setting, and could include the following:

• Introducing the concept of consumer dignity and choice, self-determination and the need for collaborative planning and assessment with their older clients.
• Planning for person-centred interdisciplinary care that supports the client’s psychosocial and clinical needs.
• Ensuring student understanding of communication considerations specific to older people.
• Ensuring a broad knowledge base of normal ageing and pathologies, and use of evidence-based practice
• Introducing students to the various funding models that exist in Australian aged care settings and how these funding packages may affect the types of services or care provided.
• Considering the role of health promotion and the prevention of age-related decline.
• Outlining documents that define quality care in the aged care setting within Australia 

In this practice context section, you can access:

• Potential benefits and challenges of hosting allied health student placements in Aged Care settings
• Resources to support student supervisors and students prepare for placements in aged care settings, including communication considerations and empowering older peoples’ self determination
• Resources to support the practice of student supervisors and students in palliative care and dementia settings

Please Note: References remain valid until superseded by later research. The resources referenced here are regularly reviewed and are considered current and relevant to the topics presented.

• Australian Government Department of Health (2019) About aged care.  Retrieved from:  https://www.health.gov.au/health-topics/aged-care/about-aged-care
• Australian Commission for Safety and Quality in Healthcare (2011). Patient Centred Care: Improving quality and safety through partnerships with patients and consumers.  Retrieved from: http://www.safetyandquality.gov.au/wp-content/uploads/2012/03/PCC_Paper_August.pdf
• Australian Governments, Attorney Generals Website (2013).  Right to Self-Determination.  Retrieved from: http://www.ag.gov.au/RightsAndProtections/HumanRights/PublicSectorGuidanceSheets/Pages/Righttoselfdetermination.aspx
• Nitz, J (2014)  Working with Older People.  In Stagnitti, K., Schoo, A., & Welch, D. (Eds).  Clinical and fieldwork placement in the health professions .  (2nd edition). Melbourne, Australia: Oxford University Press.
• The Physicians Consortium for Performance Improvement (2011).  Measures Development, Methodology and Oversight Advisory Committee: Recommendations to PCPI Work Groups on Outcome Measures.  Retrieved from: https://cdn.ymaws.com/www.thepcpi.org/resource/resmgr/pcpi-exceptions-framework.pdf 
• The Royal Australian College of General Practitioners (2011).  Aged Care.  Retrieved from: http://curriculum.racgp.org.au/statements/aged-care/
• University of Newcastle, Faculty of Health, School of Nursing and Midwifery (2009).  Clinical Reasoning Instructor Resources.  Retrieved from: http://www.utas.edu.au/__data/assets/pdf_file/0003/263487/Clinical-Reasoning-Instructor-Resources.pdf
• Victorian Department of Health (2011).   Innovative Workforce Responses to a Changing Aged Care Environment. R etrieved from: http://health.vic.gov.au/agedcare/publications/workforce/agedcare
• Practice Contexts for Clinical Education
• Aboriginal and Torres Strait Islander Practice Context
• Aged Care Resources for Placements - clinicians and students
• Mental Health
• Rural and Remote
• National Disability Insurance Scheme
• Interprofessional Education
• Private Practice

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1300 10 2273

CHC33015 Certificate III in Individual Support

20 days Classroom Theory

2 week-days per week 9am – 3.30pm 10 week period

15 days On-the-job Placement

120 hours 7am – 3pm 3 week period

1 Week of Post Placement Review

2 Days per week 7am – 3pm 1 week period

The above reflects one example of the training delivery and assessment models that InterCare can provide for you to get the most out of your training.

Information Sessions | Is Aged Care for You?

Beginning a career or changing your career direction can be a big decision; Aged Care is a rewarding and enjoyable job for a lot of people – but is it for you? Make sure you get all the information you need before making a life changing decision by attending one of our information sessions. Held by our Aged Care Coordinator, the information session covers everything you need to know about the course and working in Aged Care – plus gives you the chance to ask any questions you might have. Check our info session times with the tab on the right.

*Eligible students can also access Government funding to subsidise their course costs! Read more about funding here and speak to our team on 1300 10 2273 for a free and no-obligation assessment of your eligibility.

On-the-job Individual Support Training | Work Placement

Unlike some other training organisations, we arrange your placement for you! We are partnered with more than 200 excellent National and Local facilities to ensure that we can provide the best and most convenient learning experiences for our students.

Current clear Police Check required, please see a selection of providers below:

InterCare/NCC Police check Service; InterCare/NCC issued Police Check . Cost: $49.50

Victorian Police Check Service; Victorian Police Check . Full Cost: $43.70 Volunteer Cost: $16.40

Queensland Police Check Service; Queensland Police Check . Cost: $52.75

• At InterCare Training we want to ensure that you have a fun and enjoyable learning experience, it is because of this that we offer a range of flexible training delivery and assessment models to meet each individuals needs.
• CHCCCS015 Provide individualised support
• CHCCCS023 Support independence and well being
• CHCCOM005 Communicate and work in health or community services
• CHCDIV001 Work with diverse people
• CHCLEG001 Work legally and ethically
• HLTAAP001 Recognise healthy body systems
• HLTWHS002 Follow safe work practices for direct client care
• CHCDIS007 Facilitate the empowerment of people with disability
• CHCAGE001 Facilitate the empowerment of older people
• CHCAGE005 Provide support to people living with dementia
• CHCPAL001 Deliver care services using a palliative approach
• CHCCCS011 Meet personal support needs
• HLTAID003 Provide first aid
• Click here to see full packaging requirements for CHC33015 Certificate III in Individual Support
• 13th July: Springwood QLD
• 20th July: Southport QLD
• 27th July: Springfield QLD
• 3rd August: Caboolture QLD
• 10th August: Springwood QLD

2 Nights per week; 6pm – 9.30pm x 14 weeks (theory) PLUS 120 hours of work placement.

• Mandatory 120 hours of work placement to be completed

Want to find out more about Work Placement?

Click here for more info

Please call 1300 10 2273 for more info.

• 14th July: Browns Plains
• 11th August: Southport

Click to view our locations.

Ready to start your CHC33015 Certificate III Individual Support Course?

Are you ready to begin a meaningful career and care for others in need? By completing a nationally accredited Certificate in Individual Support; you gain entry to work in this growing sector as a personal carer at an Aged Care facility or Residential Aged Care Facility. With Government funding now available for study (subject to eligibility); there has never been a better time!

Industry approved training material

First aid certificate included, get experience in a real facility, support to find employment, take the first step.

Shannon – Certificate III in Aged Care “this course has provided me a fantastic base of knowledge…I feel confident to move forward in a career in Aged Care. [The trainer] is a great teacher who made the classes fun and informative. [The trainers] wealth of knowledge was freely shared and super informative.”

InterCare Training:

1300 10 2273 Email Us 1 Fairborne Way Keysborough VIC 3173 Australia

We are a Registered Training Organisation specialising in training Australia's new Aged Care professionals. Business Services Flyer

Student Information

Please click here for student information

What is Certificate III in Individual Support (Ageing)?

• Entry Requirement

How much does it cost?

Pathways from this qualification

Language, Literacy and Numeracy

How is the training delivered?

Course Duration

What will I be learning?

Work Placement

Recognition of Prior Learning and Credit Transfer

Useful Links

Student Grievances and Appeals Policy

How can I enrol in this course?

Where are we?

CHC33015 – Certificate III in Individual Support (Ageing)

Please note – this qualification has now been superseded. Quest is now enrolling all students in CHC33021 Certificate III in Individual Support – please refer to https://questsolutions.com.au/training-courses/chc33021-certificate-iii-in-individual-support-ageing/

This qualification reflects the role of workers in the community and/or residential setting who follow an individualised plan to provide person-centred support to people who may require support due to ageing, disability or some other reason. Work involves using discretion and judgement in relation to individual support as well as taking responsibility for own outputs. Workers have a range of factual, technical and procedural knowledge, as well as some theoretical knowledge of the concepts and practices required to provide person-centred support.

Entry Requirements

This training is open access which means it is available to any students with our without any experience in the sector.  You do not have to be in employment.

The qualification requires 120 hours of work placement to be completed. Participants may already have a suitable prospective work environment, but in most cases, Quest will make arrangements for you to complete the work placement hours.  The placement is on a volunteer basis and is for up to four weeks full time

In order to work in aged care, employers and work placement providers require that employees have no criminal record and are able to obtain a Working with Vulnerable People (WWVP) Card and a National Police Check.  On top of these requirements, now all facilities require your covid-19 vaccination certificate. The onus is on you, the student, to arrange completion of these checks, and you should not enrol in the qualification if you are unable to pass the checks. Many providers will also require you to undertake a medical examination to ensure they are capable of conducting the manual handling activities associated with client care. Further information on the WWVP and police check will be provided to you upon enrolment.  You should be aware that the cost of these checks is not covered in the course fees and you should anticipate a payment of around $20 for the Police check for work placement.  For the WWVP there is no cost if you are seeking it for work placement or volunteering purposes.  The full WWVP card is $135 for employment purposes and although it is not required for training, if you are seeking employment you might like to discuss this with your job placement provider to see if they can provide financial support.

If you are eligible for JobTrainer funding, the course fee is free. You can find JobTrainer eligibility information on https://www.skills.act.gov.au/JobTrainer under Frequently asked questions.

*JobTrainer is a jointly funded initiative of the Commonwealth, state and territory governemnts.’

If you are not eligible (or there is no funding available)  the  full course fee is $3,000  payable in the following instalments:  

$1,000 upon commencement  

$1,000 prior to arranging work placement after finishing 4week face to face  

$1,000 upon completion  

For refund policy, please visit our website

https://questsolutions.com.au/wp-content/uploads/2020/08/Refund-Policy.pdf

Possible job titles and roles relevant to this qualification are listed below.

• Accommodation support worker
• Assistant in nursing
• Care assistant
• Care services employees
• Field officer
• Community care worker
• Home care assistant
• In-home respite worker
• Care worker
• Residential care worker
• Disability services officer
• Support worker

Every student must do a Language, Literacy and Numeracy (LLN) check before we enrol you on the course. When you are caring for people you must be able to read things like medicine labels and follow written instructions. You must be able to write down information for your fellow workers too. If we think you need some support with the reading and writing, then we can help!

What this means for you is that you will need to undertake an assessment for literacy and numeracy and employability skills prior to enrolment – this could take between 30 minutes to an hour. Your assessor will then have an interview with you so that we can see what additional support you may need. It’s not a pass or fail, but if you find you do struggle, we may suggest that you seek some pre course support before you start. If you have any concerns, or are already aware that you might need some help, please talk with us.

This program is delivered as a blended mixed mode program that includes classroom study undertaken as an intensive full time course over 20 days, independent learning, supervised workplace-based learning (up to 20 days/120 hours), and assessment.

A range of teaching and learning strategies will be used to deliver the competencies. These may include:

• practical tasks during the face to face component (for selected units);
• individual self-paced learning activities and research using learner guides;
• assessment tasks for each unit
• workplace based activities.

All units are supported with workbooks for both learning and assessment.  Students will be required to attend both the face to face component and complete the workbook tasks and submit material for assessment.

There is a compulsory workplace component of 120 hours.

This program is being delivered over a 6 –  24 month period which includes a 40 day intensive full time program, comprising 20 full day face to face theory and practical workshops (9am to 4.30pm) over 4 weeks prior to your work placement. You will then participate in up to 20 days (120 hours) of supervised work experience to consolidate theory learnt. Students will then have up to two years to complete outstanding assessments.  Most students complete in the first 12 months.

To achieve a full Certificate III, there is a total of 13 units to be completed including 7 core units and 6 elective units.

Study Schedule

Example of your class schedule:

Units of competence are delivered sequentially, building on knowledge as the program progresses, although we do not require a strict progression and you can arrange attendance at workshops to align to your individual and workplace needs. All workshops are required however there is flexibility in the sequencing.  An assessor will discuss the classroom dates with you when you enrol.

During the workshops, you will be given guidance on how to plan your time over the months after classes finish, so that you can achieve the assessment requirements.  The actual plan might be unique to each student depending on your time availability, your work and home commitments, and often other factors such as RPL or opportunities in the workplace.

On occasion, and if you have been referred for enrolment from your employer and you have undertaken an RPL process, Quest may negotiate an individual training plan that does not mandate the full schedule of classroom day attendance.  This may mean that you undertake gap training via completion of independent learning activities using workbooks and one on one support at Quest.  You cannot be exempted from attendance at the following workshops due to the assessment requirements of the units that require simulated assessment:

• First Aid (HLTAID003)
• Manual Handling Simulation
• Personal Care Simulation
• Infection Control Simulation

Every unit will require you to do some form of assessment. You do not get a grade like A+ or C- but you will be marked with either Competent or Not Yet Competent. You will get chances to repeat things if you get Not Yet Competent.

To be competent means that you have been assessed as having the skills, knowledge and attitude required in each unit, and have been assessed as being able to apply those skills to an industry standard in the workplace.  There are a number of assessment methods that we use and they might be different for each unit you undertake. You can expect to participate in:

• Observations – direct observation of the candidate performance by a qualified assessor or in some cases, by third parties, where the industry does not enable our assessors direct access (typically where the context is sensitive or private, such as attending to personal care needs of a patient).
• Questioning and Knowledge Assessment – A set questions assessing the student’s general knowledge and understanding of the general theory behind the unit as defined in the knowledge requirements of the unit.
• Projects or other written tasks – such as case studies, research tasks, written tasks, self reflections or other.
• Practical Demonstrations/Simulations – detailed scenarios and simulated environments with a series of activities or tasks to be undertaken, primarily undertaken in the constructed simulation environment that mirrors workplace conditions.

The following is also used for assessment:

• Work placement – structured work placement occurs through employment, typically for 120 hours as defined by the qualification and/or unit requirements.  Work placement may include direct observation (where our qualified assessors are unable to access restricted work environments) or third party supervisor feedback.

Because there are links between all of the units, overall assessment decisions of competency are not made until everything is completed.  You will be told though along the way whether you have been given a satisfactory outcome on each task.  Once satisfactory outcomes have been awarded in all tasks, the decision on competency is made.

To achieve this qualification, you must complete at least 120 hours of work placement. It is expected that this work placement component will be completed wholly at the student’s place of employment.  If a student enrols without current employment, Quest is able to arrange placements.

Full instructions for the work placement are provided to you and your workplace supervisor, outlining the requirements, the responsibilities of all parties, the tasks to be completed, the forms and checklists to be completed by both the supervisor and yourself, and supervision and monitoring.  All work placement is required to be under direct supervision.

Workplace monitoring will generally occur twice over the 120 hours. Quest trainers will accompany you to the initial induction session and assess you on your ability to follow instructions on the following;

• Punctuality (turning up at the time instructed)
• Wearing the correct clothing (Including bringing ID badge from Quest)
• Respectful interactions with your colleagues and the residents of the facility

A second monitoring visit will occur at a later date (usually in the last week of the work placement). During this visit you will be assessed on the following tasks;

• Personal care (Supporting residents during meals)
• Knowledge of facility policies and procedures (Including WHS and infection control)
• Documentation requirements and procedures
• Communicating with the residents

In addition, Quest trainers and assessors maintain contact with supervisors to discuss progress and seek feedback.

Quest Recognition of Prior Learning (RPL) policy ensures

an individual’s prior learning achieved through formal and informal training, work experience or other life experiences is appropriately recognised.  We implement a systematic process for RPL.

RPL is implemented via either of the following approaches:

Credit transfer – You hold an equivalent version or the same unit a credit transfer/exempt outcome is awarded

Assessment pathway – You provide evidence which is then reviewed and assessed by a qualified assessor against the requirements of the unit/s of competency. Evidence gathered via this pathway might include professional discussions, portfolio documentation, self-assessment or observational assessment.

The outcome of the assessment can result in the student being granted achievement of some or all of the units of competency assessed through RPL.

A number of useful links and organisations prospective Community carers need to be familiar with include:

• http://training.gov.au/Training/Details/CHC33015

Training.gov.au is the official National Register of information on Training Packages, Qualifications, Courses, Units of Competency and Registered Training Organisations (RTOs) and has been developed for training sector users.

• https://www.accesscanberra.act.gov.au/app/answers/detail/a_id/1804/~/working-with-vulnerable-people-%28wwvp%29-registration

Working with Vulnerable People Card registration

• http://www.acwa.org.au/careers/police-checks

Australian Community Workers Association (you can apply for police check on this website) *you may choose to use any National Crime Check provider.

Quest Training Solutions is committed to providing an effective, efficient, timely, fair and confidential grievance handling procedure for all Students.

This policy is available on our website

https://questsolutions.com.au/wp-content/uploads/2020/08/Student-Grievances-and-Appeals-Policy.pdf

Enrolment must be completed in person in our Belconnen Office (except for special circumstances). The initial enrolment could take up to 2 hours as you will be required to complete registration forms and LLN test – then our training manager will have an interview to determine your suitability for the course, we will also discuss Credit Transfer/RPL and create your Training Plan.

Enrolment is open between 8AM – 2PM, Mon – Fri. No booking required, but if you want to ensure to speak to our training manager regarding specific needs we recommend you contact us prior to coming in. Please bring in your ID (such as Driver’s Licence, Medicare Card, Passport and/or visa document) and your previous qualifications if you wish to apply for Credit Transfer/RPL. We may ask you to submit your position description (duty statement) and /or employment confirmation letter.

Our office is located on 7 Beissel St, Belconnen ACT 2617.

We do not have on-site parking but there are plenty of 2-hour parking spots on the street.

You can contact us via email [email protected] or call 02 6253 0588 for any queries.

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• by Melissa Hammam
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Hands up if you’re ready to be dazzled! From a ceremony structure designed to float on water to a jaw-dropping reception room with flowers blooming from every service, we’re swooning over every bit of this wedding. If you can believe it, that’s just the beginning. Julia Kaptelova artfully shot every detail, like the ballet performance guests were treated to and snow falling from the ceiling for the first dance! Prepare to be amazed and take a visit to the full gallery .

From About You Decor … Our design is a symbol of dawn and a distant endless horizon. Ahead is a long, happy life without any borders. An international couple, Pavel and Cherry, met in London and have been walking together for many years.

From the Bride, Cherry… My husband and I we decided to have our summer wedding in Moscow because the city is where his roots are. As we knew we were going to have the other wedding ceremony in China, we wanted our Moscow one to be very personal and intimate. We’ve known each other since we were fourteen, together with many of our friends whom we’ve also known for a decade.

I didn’t want to walk down the aisle twice so the plausibility of my request quickly came into discussion. The open pontoon stage was constructed in order to facilitate the bridal entrance on water, although there were concerns about safety as the last thing we wanted was probably a drowned bride before she could get on stage, picture that! I have to say on that day it wasn’t easy to get on the pontoon stage from the boat, in my long gown and high heels. Luckily my bridesmaids still noticed even though they stood the furthest from me on the stage, and helped me out without prior rehearsal. My girls could just tell whenever I needed a hand or maybe they were just so used to my clumsiness. Who knows 😂

We all love our photographer Julia! She’s so talented and her style is so unique. Our beloved host Alex is exceptional who made everyone laugh and cry. It was truly a blessing to have so many kind and beautiful souls on our big day. Thank you all!

[iframe https://player.vimeo.com/video/384992271 600 338]

Photography: Julia Kaptelova Photography | Wedding Planner: Caramel | Cake: Any Cake | Invitations: Inviteria | Rings: Harry Winston | Band: Menhouzen | Grooms attire: Ermenegildo Zegna | Wedding Venue: Elizaveta Panichkina | Bridesmaids’ dresses: Marchesa | Bridesmaids’ dresses: Alice McCall | Bride’s gown : Jaton Couture | Bride’s shoes: Manolo Blahnik | Decor : About you decor | Earrings: Damiani | Muah: Khvanaco Studio | Video: Artem Korchagin

More Princess-Worthy Ballgowns

I’m still not convinced this Moscow wedding, captured to perfection by  Sonya Khegay , isn’t actually an inspiration session—it’s just  that breathtaking. From the beautiful Bride’s gorgeous lace wedding dress and flawless hair and makeup to the pretty pastel color palette and stunning ceremony and reception spaces, this wedding is almost too good to be true. Do yourself a favor and see it all in The Vault now!

From Sonya Khegay … It was the last day of April and still very cold in the morning. The weather forecast wasn’t pleasing and no one expected that the sun would come out, but miracles happen and light rain gave way to the warm rays.

I love how all the details went together, you could feel the harmony in everything throughout the entire wedding day from the morning until the fireworks.

A gentle look of the bride, elegant but so airy and unique decor, the fresh and light atmosphere of early spring and, of course, true happiness in the eyes. My heart becomes so warm from these memories, it is always a pleasure to see the birth of a new family of two loving hearts.

Photography: Sonya Khegay | Event Design: Latte Decor | Event Planning: Ajur Wedding | Floral Design: Blush Petals | Wedding Dress: La Sposa | Stationery: Special Invite | Bride's Shoes: Gianvito Rossi | Hair + Makeup: Natalie Yastrebova | Venue: Rodniki Hotel

• by Elizabeth Greene

You really can’t go wrong with simple: a beautiful Bride , perfectly pretty petals , loved ones all around. But add in an amazing firework show  to cap off the night and simple just became downright extraordinary. Captured by Lena Elisseva , with assistance by  Katya Butenko , this rustic Russian celebration is simply fantastic. See it all in the Vault right here !

From Lena Eliseeva Photo …  This cozy and warm summer wedding of gorgeous Natalia and Anton was in the middle of June. The young couple decided to organize their wedding themselves, and the day was very personal and touching. I am absolutely in love with rustic outdoor weddings, and this one is my favourite because of the free and easy atmosphere.

All the decor excluding the bride’s bouquet was made by a team of ten friends of the bride and groom. And it was charming – a light and beautiful arch, eco-style polygraphy and succulents, candy-bar with caramel apples and berries – sweet joys of summer.

At the end of ceremony the guests tossed up white handkerchiefs embroidered by Natalia’s own hands.

The most touching moment was the happy eyes of the groom’s grandmother, the most estimable person on the wedding. And the fireworks were a bright end to that beautiful day.

Photography: LENA ELISEEVA PHOTO | Floral Design: Katerina Kazakova | Hair And Makeup: Svetlana Fischeva | Photography - Assistance: Katya Butenko

These photos from Lena Kozhina are so stunningly beautiful – as in you can’t help but stop and stare – it’s hard to believe it’s real life. But these pics are proof of this gorgeous Bride and her handsome Groom’s celebration at Moscow’s Fox Lodge , surrounded by vibrant colors and breathtaking blooms . Oh, and the idea of prepping for your Big Day outside in the sun ? Brilliant. See more bright ideas right here !

From Lena Kozhina … When we met with the couple for the first time, we immediately paid attention to Dima’s behavior towards Julia. There was a feeling of tenderness and awe, and we immediately wanted to recreate this atmosphere of love, care and warmth on their Big Day.

Later, when we had chosen a green meadow and an uncovered pavilion overlooking a lake as the project site, it only highlighted a light summer mood with colorful florals and a great number of natural woods. The name of the site is Fox Lodge and peach-orange color, as one of the Bride’s favorites, set the tone for the whole design – from the invitations, in which we used images of fox cubs to elements of serving guest tables and other decorative elements with the corresponding bright accents.

Photography: Lena Kozhina | Event Planning: Ajur Wedding | Wedding Dress: Rosa Clara | Shoes: Marc Jacobs | Catering: Fox Lodge | Makeup Artist: Elena Otrembskaya | Wedding Venue: Fox Lodge | Cake and Desserts: Yumbaker | Decor: Latte Decor

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MDHHS partners with Count the Kicks to improve maternal health and birth outcomes through stillbirth prevention program

May 10, 2024

LANSING, Mich. – To help reduce infant mortality, the Michigan Department of Health and Human Services (MDHHS) Division of Maternal and Infant Health is partnering with Count the Kicks , an evidence-based stillbirth prevention program, to educate expectant parents about the importance of paying attention to their baby’s movements in the third trimester of pregnancy.

“Programs such as Count the Kicks can provide women with tools to speak about their pregnancy experiences with their loved ones and their health care providers,” said Dr. Natasha Bagdasarian, chief medical executive. “Having dialogue around pregnancy symptoms and experiences can sometimes identify early warning signs.”

Research shows a change in a baby’s normal movement pattern is sometimes the first or only indication there may be an issue developing during the pregnancy. Parents will begin to see a pattern of how much time it takes their baby to get to 10 movements after a few days of using the free Count the Kicks app. Information is available in more than 20 languages, as a web-based counting platform or via a paper chart. If their baby’s “normal” amount of kicks changes during the third trimester, this could be a sign of potential problems and is an indication expectant parent should call their health care provider right away.

The MDHHS Division of Maternal and Infant Health is working with maternal health providers, birthing hospitals, social service agencies, childbirth educators and other providers in Michigan to assist them in ordering Count the Kicks educational materials at CountTheKicks.org. Providers can use these resources to help them discuss baby movement patterns with expectant parents. These materials are available in Arabic, English and Spanish. The partnership is another effort to reach the Advancing Healthy Births vision of zero preventable deaths and zero health disparities.

Stillbirth is commonly defined as the loss of a baby at 20 weeks or greater gestation during pregnancy. It is a national public health crisis that impacts more than 21,000 families in the United States each year according to the Centers for Disease Control and Prevention . Approximately 626 Michigan families experience the tragedy of stillbirth each year, and one in every 173 pregnancies ends in stillbirth.

Racial disparities persist, and a disproportionate number of babies are stillborn to Black, Native Hawaiian or Other Pacific Islander and American Indian or Alaska Native families. While much of the disparity currently remains unexplained, some of the factors that may contribute include differences in preconception health, access to quality health care, as well as stress – factors that are also associated with other poor pregnancy outcomes, such as preterm births.

Research published in BJOG: An International Journal of Obstetrics and Gynecology shows a more than 30% reduction in Iowa’s stillbirth rate in the first 10 years of the state using the Count the Kicks stillbirth prevention program at a time when America’s stillbirth rate remained stagnant.

For more information about the Division of Maternal and Infant Health, please visit Maternal & Infant Health (michigan.gov)

Media Contact:

Lynn Sutfin

517-241-2112

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