Understanding the Intent and Expectations

Standard 3 outlines how providers must deliver all funded aged care services. It covers personal, social, clinical, and support services and clearly communicates that they must align with individuals' needs, goals, and preferences. Standard 3 reinforces that care must be safe, effective, person-centred, coordinated, and promote quality of life. Importantly, it requires services based on assessment, planning, and partnership, supported by a competent workforce.

This standard operationalises the concepts of dignity, autonomy, and independence through service provisions, which necessitate a broad training strategy to support interprofessional roles across your workforce.

Standard 3 Outcomes and Related Training Requirements

Four key outcomes are associated with Standard 3, each of which has a dedicated need for training.

Outcome	Focus of Training
3.1 Assessment and planning	Goal setting, risk identification, reablement, documenting needs and preferences, advance care planning, shared decision-making.
3.2 Delivery of care and services	Person-centred care, personal care techniques, reablement practices, responding to changing needs, clinical handovers, respectful service delivery.
3.3 Communication for safety and quality	Communication skills, health literacy, documentation, escalation processes, clinical handover, and interpreter use.
3.4 Planning and coordination	Service mapping, continuity of care, rostering, multidisciplinary coordination, and transition planning.

What Training is Required?

Training under this standard should be role-specific and support safe, person-centred care in diverse environments.

Topic	Required Knowledge and Skills
Assessment and planning	Training on assessment tools, goal-based care planning, involving families, identifying preferences, documenting in plain language, and reviewing plans.
Preventative and reablement care	Supporting independence, falls prevention, functional mobility, enabling environments, and restorative approaches.
Documentation and communication	Accurate recordkeeping, shift handovers, incident reporting, using interpreter services, and communicating respectfully across language/cognitive barriers.
Risk and escalation	Early warning signs, managing deteriorating residents, escalation protocols, and incident follow-up.
Transitions of care and continuity	Discharge processes, transitional documentation, and coordinating with hospitals or community services.

Who Needs Training?

Training should be assigned based on the scope and relevance to an individual’s role.

Staff Role	Relevant Training Needs
Care workers	Assessment skills, cultural safety, reablement, documentation, and managing risks in daily care.
Registered and enrolled nurses	Care planning, coordination, incident response, clinical handover, and medication management support.
Lifestyle and therapy staff	Collaborative goal-setting, functional assessments, and engagement-based planning.
Managers and team leaders	Supervision, rostering for continuity of care and skill mix, and quality indicator outcome monitoring.

What Will Be Audited?

Summary of Evidence Items: Standard 3

Auditors assessing for conformance with Standard 3 are directed to determine whether care is provided by the individual’s current needs, preferences and care plan.

Below are the types and examples of evidence auditors may request during an audit.

Evidence Type	Examples
Documents and records	Care plans Clinical assessments Policies and procedures for assessment, planning and care delivery Advance care plans Behaviour support plans Restrictive practices documentation Communication policies and procedures Culturally safe and trauma-informed care guidance Audit and improvement plans Activity schedules Risk monitoring and escalation procedures Consent records Staffing models Training content Partnership agreements
Governing body feedback	Assurance of effective systems and processes for assessment and planning Monitoring methods for those systems Alignment with contemporary evidence-based practice Strategies or initiatives recently implemented to improve effectiveness
Management feedback	Effectiveness of planning and care processes Incorporation of individual input Staff training programs Data monitoring: KPIs, incidents, transitions Care plan reviews and updates Worker qualification verification Communication processes during transitions and risks Support for autonomy and inclusion
Worker feedback	Understanding of culturally safe, person-centred care Use and application of care plans Risk escalation procedures Support for individual preferences Accessing and updating documentation Support for activity engagement Care of individuals with dementia or behaviours
Third-party feedback	Communication and involvement in planning Experience of reviews and care delivery Adequacy of shared information Integration of external professional input
Experience of individuals	Involvement in assessment and planning Experience of person-centred care Informed consent and understanding Satisfaction with equipment and activities Communication quality with staff Views on restrictive practices and emotional wellbeing Whether preferences are respected
Observations	Care delivery aligns with documented plans Respectful staff-client engagement Use of equipment is clean and safe Participation in appropriate activities Effectiveness of shift handovers Respect for client privacy
Care outcomes	Quality indicator data: Rates of ADL (Activities of Daily Living) decline Use of physical restraint Reported quality of life and care experience

Summary of Training Requirements - Standard 3: The Care and Services

Standard 3 focuses on two major themes: Assessment and planning, and delivering comprehensive care and services. These themes connect closely with Standard 5: Clinical Care and together form the foundation of safe, person-centred aged care.

As such, Standard 3 has a large volume of evidence items. The table above shows that evidence items include policies, care plans, staff training, communication processes, and observed practices. Whilst this list may initially seem overwhelming, remember that it is all aimed at ensuring care is tailored, coordinated, and responsive to each individual’s needs, goals, and preferences.

Ultimately, Standard 3 highlights that high-quality care depends on a skilled and responsive workforce. Targeted training in assessment, planning, and care delivery supports audit readiness and promotes dignity, independence, and a better quality of life for older people.

List of Ausmed Modules on Standard 3

The following modules from the Ausmed Library help you meet the education and training requirements of Standard 3.

Explore the full library here.

Ausmed Module	Duration (minutes)
Standard 3: The Care and Services	10
Ongoing Assessment in Aged Care	11
Documentation in Aged Care	25
A Wellness and Reablement Approach to Purposeful Ageing	7
Communicating in Aged Care	24
Recognising Deterioration: Care Workers	23
Promoting Mental Health and Wellbeing in Aged Care	22
Supporting Activities of Daily Living: Dressing and Personal Hygiene	26
Supporting Activities of Daily Living: Showering and Bathing	25
Supporting Activities of Daily Living: Ambulating and Transferring	29
Supporting Activities of Daily Living: Continence and Toileting	29
Advance Care Directives	46
Consent to Treatment	34
Culturally Safe, Trauma-Aware and Healing-Informed Care	25
Provision of Equipment by Aged Care Organisations	2
Timely, Appropriate Referrals and Responding to Deterioration in Community and Residential Care	10
Dementia and Understanding Behavioural Changes	30
Minimising Restrictive Practices in Aged Care	25
Person-Centred, Rights-Based Care for the Older Person	12
Incident Report Writing	30
Correct Identification and Procedure Matching	5
Monthly Care Statements for Residential Aged Care	7
Partnering With Older People	12
Transitions of Care in Aged Care	In development