(
Assessment Workbook 1
)
CHC33015 Certificate III in Individual Support
Support Independence and Wellbeing
Version 3.0 Produced 28 March 2019
Copyright © 2019 Global International College. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system other than pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the prior written permission of
Global International College.
Version control & document history
Date
Summary of modifications made
Version
12 May 2016
Version 1 final produced following assessment validation.
1.0
9 March 2017
Modification made on Case Study 1 – Role Play Task 2: part 2;
Updated Intranet logins;
Updated question in Case Study 1 Scenario 3 Question 7.
1.1
28 March 2017
Made changes on the following:
Added date and time to incident on Case study 3 – Maximilian Mills
Rectified minor punctuation and spelling errors in sections: ‘The basic principles of assessing nationally recognised training’ and ‘The rules of evidence’
Added citation in ‘The basic principles of assessing nationally recognised training’
Streamlined for Ageing, Disability and Home and Community Care
Removed Project in Assessment Methods
2.0
Table of Contents
This is an interactive table of contents. If you are viewing this document in Acrobat, clicking on a heading will transfer you to that page. If you have this document open in Word you will need to hold down the Control key while clicking for this to work.
Instructions 4
What is competency based assessment 5
The basic principles of assessing nationally recognised training 6
The dimensions of competency 7
Reasonable Adjustment 8
The Units of Competency 10
Assessment Requirements 11
Assessment Methods 11
Resources Needed for Assessment 12
Presentation 13
Assessment Workbook Cover sheet 14
Knowledge Assessment 15
Part 1: Individualised Support 15
Part 2: Independence and Wellbeing 25
Part 3: Healthy Body Systems 38
Case Study 58
Case Study 1: Abraham Chatzkel 58
Case Study 2: Judith Comet 75
Case Study 3: Maximilian Mills 86
Workbook Checklist 90
Instructions
This assessment workbook, together with the skills workbook, addresses all the competency requirements of the following units:
· CHCCCS015 Provide individualised support
· CHCCCS023 Support independence and well being
· HLTAAP001 Recognise healthy body systems
This workbook is divided into two parts:
1) The Knowledge Assessment, covering the following topics:
a. Individualised support
b. Independence and wellbeing
c. Healthy body systems
2) Practical assessment, covering the following case studies:
a. Abraham Chatzkel*
b. Judith Comet*
c. Maximilian Mills
*Please take note that you will require access to a video recorder to document your completion of the role playing activities included in these case studies. You will also require the participation of volunteer/s to play the role of (1) a supervisor, (2) a carer/family member, and (3) a client. These may be the same person.
You must answer all questions using your own words. However you may reference your learner guide to complete this assessment.
Requirements for satisfactory completion
For a ‘satisfactory’ result for each component of this workbook, all tasks must be addressed to a ‘satisfactory’ standard. It is important you;
1. Provide responses using complete sentences, making direct reference to the question.
1. Specifically address all parts of the question providing examples where appropriate.
What is competency based assessment
The features of a competency based assessment system are:
It is focused on what learners can do and whether it meets the criteria specified by industry as competency standards.
Assessment should mirror the environment the learner will encounter in the workplace.
Assessment criteria should be clearly stated to the learner at the beginning of the learning process.
Assessment should be holistic. That is it aims to assess as many elements and/or units of competency as is feasible at one time.
In competency assessment a learner receives one of only two outcomes – competent or not yet competent.
The basis of assessment is in applying knowledge for some purpose. In a competency system, knowledge for the sake of knowledge is seen to be ineffectual unless it assists a person to perform a task to the level required in the workplace.
The emphasis in assessment is on assessable outcomes that are clearly stated for the trainer and learner. Assessable outcomes are tied to the relevant industry competency standards where these exist. Where such competencies do not exist, the outcomes are based upon those identified in a training needs analysis.
Definition of competency
Assessment in this context can be defined as:
The fair, valid, reliable and flexible gathering and recording of evidence to support judgement on whether competence has been achieved. Skills and knowledge (developed either in a structured learning situation, at work, or in some other context) are assessed against national standards of competence required by industry, rather than compared with the skills and knowledge of other learners.
The basic principles of assessing nationally recognised training
Developing and conducing assessment, in an Australian vocational education and training context, is founded on a number of basic conventions:
The principles of assessment
Assessment must be valid
· Assessment must include the full range of skills and knowledge needed to demonstrate competency.
· Assessment must include the combination of knowledge and skills with their practical application.
· Assessment, where possible, must include judgements based on evidence drawn from a number of occasions and across a number of contexts.
Assessment must be reliable
· Assessment must be reliable and must be regularly reviewed to ensure that assessors are making decisions in a consistent manner.
· Assessors must be trained in national competency standards for assessors to ensure reliability.
Assessment must be flexible
· Assessment, where possible, must cover both the on and off-the-job components of training within a course.
· Assessment must provide for the recognition of knowledge, skills and attitudes regardless of how they have been acquired.
· Assessment must be made accessible to learners though a variety of delivery modes, so they can proceed through modularised training packages to gain competencies.
Assessment must be fair and equitable
· Assessment must be equitable to all groups of learners.
· Assessment procedures and criteria must be made clear to all learners before assessment.
· Assessment must be mutually developed and agreed upon between assessor and the assessed.
· Assessment must be able to be challenged. Appropriate mechanisms must be made for reassessment as a result of challenge.
(Sourced and adapted from: Standards for RTOs 2015, Clauses 1.8 – 1.12)
The rules of evidence (from Training in Australia by M Tovey, D Lawlor)
When collecting evidence there are certain rules that apply to that evidence. All evidence must be valid, sufficient, authentic and current;
Valid
· Evidence gathered should meet the requirements of the unit of competency. This evidence should match, or at least, reflect the type of performance that is to be assessed, whether it covers knowledge, skills or attitudes.
Sufficient
· This rule relates to the amount of evidence gathered. It is imperative that enough evidence is gathered to satisfy the requirements that the learner is competent across all aspects of the unit of competency.
Authentic
· When evidence is gathered, the assessor must be satisfied that evidence is the learner’s own work.
Current
· This relates to the recency of the evidence and whether the evidence relates to current abilities.
The dimensions of competency
The national concept of competency includes all aspects of work performance, and not only narrow task skills. The four dimensions of competency are:
Task skills
Task management skills
Contingency management skills
Job role and environment skills
Reasonable Adjustment
Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability - November 2010 - Prepared by - Queensland VET Development Centre
Reasonable adjustment in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a learner with a disability. A reasonable adjustment can be as simple as changing classrooms to be closer to amenities, or installing a particular type of software on a computer for a person with vision impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with a disability have:
· the same learning opportunities as learners without a disability
· the same opportunity to perform and complete assessments as those without a disability
Reasonable adjustment applied to participation in teaching, learning and assessment activities can include:
· customising resources and assessment activities within the training package or accredited course
· modifying the presentation medium learner support
· use of assistive / adaptive technologies
· making information accessible both prior to enrolment and during the course
· monitoring the adjustments to ensure learner needs continue to be met
Assistive / Adaptive Technologies
Assistive / adaptive technology means ‘software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities’ (World Wide Web Consortium - W3C). It includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for grasping, visual alert systems, digital note takers.
IMPORTANT NOTE
Reasonable adjustment made for collecting candidate assessment evidence must not impact on the standard expected by the workplace, as expressed by the relevant Unit(s) of Competency. E.g. If the assessment was gathering evidence of the candidates competency in writing, allowing the candidate to complete the assessment verbally would not be a valid assessment method. The method of assessment used by any reasonable adjustment must still meet the competency requirements.
The Units of Competency
The units of competency specify the standards of performance required in the workplace.
This assessment addresses the following unit(s) of competency from
CHC33015 – Certificate III in Individual Support:
CHCCCS015Provide individualised support
1. Determine support needs
2. Provide support services
3. Monitor support activities
4. Complete reporting and documentation
CHCCCS023 Support independence and wellbeing
1. Recognise and support individual differences
2. Promote independence
3. Support physical wellbeing
4. Support social, emotional and psychological wellbeing
HLTAAP001 Recognise healthy body systems
1. Work with information about the human body
2. Recognise and promote ways to support healthy functioning of the body
For complete copies of the above units of competency:
Download them from the TGA website: www.training.gov.au
Assessment Requirements
The assessment requirements specify the evidence and required conditions for assessment.
Each unit of competency can be unbundled to reveal three key assessment components:
1. Performance Evidence
· describes the subtasks that make up the element of the unit
2. Knowledge Evidence
· describes the knowledge that must be applied in understanding the tasks described in the elements
3. Assessment Condition
· describes the environment and conditions that assessments must be conducted under
Assessment Methods
1. Written questions
· Written assessments to test students’ understanding of underpinning knowledge, concepts and/or theories relevant to the units of competency included in this subject
2. Case Studies
· Detailed scenarios and simulated environments providing all necessary information required to complete relevant tasks and activities
Resources Needed for Assessment
Assessor to provide:
· Templates needed for tasks such as progress notes templates.
· Case studies and simulations
· Information about work activities
The student to provide:
· Computer with:
· Internet access through Google Chrome or other internet browsers
· MS Word, MS PowerPoint or equivalent applications
· Adobe Acrobat Reader
· Workplace-specific tools, equipment, materials, and industry software packages (where applicable)
· Access to:
· video recorder
· support personnel (at least one) to volunteer in role-play activities.
Presentation
Things to Consider:
Only submit your workbook once all activities inside are complete. Should you have any questions regarding your assessments, or not understand what is required for you to complete your assessment, please feel free to ask your trainer.
Keep your answers succinct and make sure you are answering the question. Re-read the question after you have drafted up your response just to be sure you have covered all that is needed.
Your final assessment result will either be competent or not yet competent.
If submitting your assessments please ensure that
1. All assessment tasks within the workbook have been completed
1. You have proof read your assessment
Answering the Questions:
1. If you are using Microsoft Word you will need to click in the grey area of the box to begin typing your answer.
Assessments may not be processed if the above guidelines are not adhered to. To ensure your assessment is processed as quickly as possible, please follow these instructions.
Assessment Workbook Coversheet
WORKBOOK:
WORKBOOK 1
TITLE:
Support Independence and Wellbeing
FIRST AND SURNAME:
Arjun bahadur gurung
PHONE:
0452593321
EMAIL:
[email protected] Please read the Candidate Declaration below and if you agree to the terms of the declaration sign and date in the space provided.
By submitting this work, I declare that:
· I have been advised of the assessment requirements, have been made aware of my rights and responsibilities as an assessment candidate, and choose to be assessed at this time.
· I am aware that there is a limit to the number of submissions that I can make for each assessment and I am submitting all documents required to complete this Assessment Workbook.
· I have organised and named the files I am submitting according to the instructions provided and I am aware that my assessor will not assess work that cannot be clearly identified and may request the work be resubmitted according to the correct process.
· This work is my own and contains no material written by another person except where due reference is made. I am aware that a false declaration may lead to the withdrawal of a qualification or statement of attainment.
· I am aware that there is a policy of checking the validity of qualifications that I submit as evidence as well as the qualifications/evidence of parties who verify my performance or observable skills. I give my consent to contact these parties for verification purposes.
Name :Arjun Bahadur Gurung
Signature:
Date:
Knowledge Assessment
Part 1: Individualised Support
1. Briefly describe the basic principles of person-centred practice in the context of individualised support planning and delivery.
The basic principles of person centred practice in the context of individualised support and delivery is according to=
1. Being person centred means affording people dignity, respect and compassion, whether service use or provider.
2. Being person centred means the person is a partner in their own health and wellbeing of the person is the focus of care, not their illness or conditions.
3. Being person centred means offering co-ordinated care, support or treatment across multiple episodes of treatment, care and therapy over time and across services.
4. Being person centred means offering personalised health and social care, support or treatment, for example by incorporation the person’s family knowledge, value, beliefs and cultural backgrounds into the planning and delivery of care.
5. Being person means enabling where systems and oriented towards supporting person to recognise and build upon their own strengths, preferences and foals, to achieve their full potential.
6. A person centred health ad social care system supports the person to make informed decisions about, and successfully manage, their own health and social care at the level they choose, including choices about when to let others act on their behalf.
7. Being person centred means collaboration between the person, their family and staff to influence policy and service design and development, and be partners in evaluation.
8. Achieving a person centred culture requires a change in behaviour and mindset supported by a system that plus the person at its heart.
9. Being person center means a whole system approach to health and social care that values people, innovation, learning and teamwork throughout the organisation and demonstrates appreciation and respect for the unique contribution that people make regardless of position or status.
2. Briefly describe the basic principles of strength-centred practice in the context of individualised support planning and delivery.
Strengths based practice is a collaborative process between the person supporting then, allowing them to work together to determine an outcome that draws on the person’s strengths and assets. As such, it concerns itself principally with the quality of the relationship that develops between those providing and being supported, as well as the elements that the person seeking support brings to the process. Working in a collaborative way promotes the opportunity for individuals to coproducers of services supports rather than solely consumers of those services.
The strengths based approach practitioners like to use the following list to consider their own practice. The standards include:
1. Goal orientation: Strengths based practice is goal oriented. The central and most crucial element of any approach is the extent to which people themselves set goals they would like to achieve in their lives.
2. Strengths assessment: The primary focus is not on problems or deficits, and the individual is supported to recognise the inherent resources they have at their disposal which they can use to counteract any difficulty or condition.
3. Resources from the environment: Strengths proponents believe that in every environment there are individuals, associations, groups and institutions who have something to give, that others may find useful, and that it may be the practitioner’s role to enable links to these resources.
4. Explicit methods are used for identifying client and environmental strengths for goal attainment: These methods will be different for each of the strengths based approaches. For example, in solution focused therapy clients will be assisted to set foals before the identification of strengths, whilst in strengths’
5. The relationship is hope inducing: A strengths based approach aims to increase the hopefulness of the client. Further, hope can be realised through strengthened relationships with people, communities and culture.
6. Meaningful choice: Strengths proponents highlight a collaborative stance where people are experts in their own lives and the practitioner’s role is to increase and explain choices and encourage people to make their own decisions and informed choices.
7. Every older person has their strength
8. Trauma and abuse, illness and struggle have harmful effect but they may also be sources of challenge and opportunity for the older individual
9. Client can best be served by working closely with them.
3. Briefly describe the basic principles of active support in the context of individualised support planning and delivery.
Active support teaches direct support professionals how to provide effective support that has been proven to improve participation, choice and quality of life.
People with intellectual disabilities are entitled to lives which are as full as anyone else’s. although every one of us differs, there are some core things that we all have in common.
It is important for most people to:
· be part of a community
· have good relationships with friends and family
· have relationships that last
· have opportunities to develop experience and develop new skills
· have choice and control over their life
· be afforded status and respect….and ..
· be treated as an individual
· promotes independence and autonomy
· support choice and control over own life
· supports active participation in relationships
· promotes health and wellbeing
4.
Assessment Workbook 1 Version 3.0 Produced 28 March 2019
Page 18 © Global International College
Assessment Workbook 1 Version 3.0 Produced 28 March 2019
© Global International College Page 19
5. The following are examples of recording and reporting documents used in the care service industry.
Briefly describe the process involved in completing these documents, and provide a brief explanation why completing these documents as needed is an important part of your role as a care worker.
Document
Process
Rationale
Progress Notes
· write progress notes in print using black ink.
· Do not use correction fluid (whiteout )for errors.
· Put a line through any errors, rewrite the information and sign your initials on the correction.
· When you have made an entry, draw a line through to the end of the page.
· Write the dates when the note has been written, including the time of the incident.
Progress notes are legal documents and must be filled out according to process, accurately as possible, including all pertinent details relevant to the client. Such document is completed immediately after an incident has occurred.
Incident Reports
· Respond to the immediate needs of the individual.
· Advise senior staff members.
· Contact the department and advise of the incident.
· Submit the incident report form
· Support the provision of high quality services to clients through the full and frank reporting of adverse events and subsequent analysis.
· Inform the appropriate ministers, the secretary, executive directors, program directors and directors of health and aged care, of significant incidents affecting clients and staff, in a timely and accurate manner.
· Ensure due diligence and duty of care requirements are met and any identified deficits addressed
6. Identify the roles and responsibilities of the following people in the provision of care to an ageing client.
Guidance: also describe the communication that occurs between each role
Role
Responsibility
5.1 carers and family
Their roles include friends, family members (spouse, father, mother, son, daughter, etc.), and other relatives. They provide support with activities of daily living (ADL’s) and community access.
Some carers might have to help someone with tasks like banking, shopping and housework where the person is quite independent. Other carers may have a more intensive care role helping with all daily living tasks – feeding, bathing, dressing, going to the toilet and taking medicines.
5.2 person being supported
Client, patient and care recipient
· to respect the rights and needs of other people within the residential care service, and to respect the needs of the residential care service community as a whole;
· to respect the rights of staff to work in an environment free from harassment;
· to care for their own health and wellbeing, as far as they are capable;
· to inform their medical practitioner, as far as they are able, about their relevant medical history and current state of health.
5.3 health professionals
Healthcare professionals help ensure the care and support provided to the elderly is in line with the client’s health care needs.
Health care professionals have a wide range of roles and responsibilities. For example, doctors attend to the client’s medical conditions. Nurses assist the doctors in carrying out medical orders. Physiotherapists help clients to keep moving and to function as well as they can, and so on.
5.4 care workers
Care workers provide physical care and emotional support to older people who require assistance with daily tasks, work within the scope of their responsibilities, and report concerns to their supervisor.
As a care worker, it is also your role and responsibility to follow the care plan and meet client’s individual needs. If you have difficulty with implementing a care plan consult with the person and seek advice from the supervisor.
5.5 supervisors
providing health care to the clients
The supervisor may also work closely with a client’s physicians and family to ensure that the client receives optimum care.
7. Describe the following service delivery models in aged care.
6.1 Residential care
It offers an on-going care, usually permanent, in residential care facility tailored to an individual’s needs.
6.2Respite care
It offers temporary, short term care in a residential aged care facility to support both older people and their carers to live at home for as long as possible.
6.3 Home and community care
It provides care and support services to assist older individuals to continue living independently in their own home.
8. Consider the standards of service delivery models in the aged care sector.
a. List two standards of residential aged care as set by Accreditation Standards.
b. List two standards of home care as set by Home Care Common Standards.
7.1 Residential care
1. Health and Personal Care
2. Care recipient lifestyle
7.2 Home and community care
1.Effective Management
2.Appropriate access and Service delivery
9. Briefly explain how the following legal and ethical requirements are applied in the care service industry.
Guidance: include how it is implemented by care service organisations and individual workers
8.1 privacy, confidentiality and disclosure
As a Care Worker you must ensure each person with a disability has the right to privacy, dignity and confidentiality. You can help achieve this by:
Following organisational policy and procedures
Ensuring personal information is kept in a secure place e.g. locked cabinet
Only share personal information with those who need to know that information for provision of service.
Ensure privacy and dignity is kept during personal activities e.g. keep the door closed while supporting someone with personal care.
8.2 duty of care
As a Care Worker you have a duty of care to ensure others are safe and follow the clients Care Plan which outlines behaviour support strategies. Other strategies to consider are:
· Consider what may be causing the behaviour e.g. wanting to go to the toilet
· Redirect the client to another activity
· Discourage the behaviour in a gentle manner and focus on the person not the behaviour
8.3 dignity of risk
These rights need to be considered alongside other issues raised by the duty of care, such as physical safety, the right to take risks or dignity of risks, and the need to break confidentiality. Consumer directed care (CDC) in aged-care support the dignity of risks principle by allowing residents and clients to make their own decisions regarding the things they want to do and take it at their own risks.
8.4 human rights
Human rights must be considered when making policies and procedures in an aged care facility. The human rights approach incorporated in the aged care reform package to the delivery of services for older Australians, aims to promote people-centred decision-making and real change in organisational culture.
8.5 discrimination
To discriminate is to treat someone unfairly or favour others. This may occur when there is a mix of cultures and when people don’t understand culture difference. Discrimination is never acceptable behaviour and is against the law. Workplaces must promote equality of opportunity for everyone. It is unlawful to discriminate against people on the basis of age, gender, ethnicity, disability or impairment, marital status, sexual preference, political and religious believes.
8.6 mandatory reporting
Care workers also have a duty of care towards their clients for any suspected abuse. Aged Care providers must have systems and protocols in place that enable mandatory or compulsory reporting of allegations or suspicions of unlawful sexual contact, or unreasonable use of force on a resident of an Australian Government subsidized Aged Care home.
Compulsory reporting of assaults is the responsibility of an approved provider under the Aged Care Act 1997 (the Act). Approved providers must:
· report to the police and the department incidents of alleged or suspected reportable assaults within 24 hours of the allegation, or when the approved provider starts to suspect a reportable assault
· take reasonable measures to ensure staff members report any suspicions or allegations of reportable assaults to the approved provider (or other authorised person), to the police and the department
· take reasonable measures to protect the identity of any staff member who makes a report and protect them from victimisation.
8.7 work role boundaries – responsibilities and limitations
Direct Care workers must ensure that their support skills are maintained and developed. The following are examples of practices that they can do:
Professional development activities in the workplace (provided by the organisation)
A range of vocational education training for individual support qualifications
Performance improvement plans
Skills training
10. List two examples of factors that affect the older people requiring support.
1. Attitudinal barriers – These are behaviours and perceptions about ageing and disability that cause difficulty or misunderstanding with them and other individuals. Some attitudinal barriers include:
· Presumption that older individuals are given unfair advantages.
· Presumption that older individuals are incapable of accomplishing tasks and not given the opportunity to display their skills.
· Because older individuals may be impaired in one or more major life functions, some people treat them as second-class citizens.
· Some people feel sorry for older individuals, which tends to lead to patronising attitudes.
1. Physical health Condition
11. List two examples of practices that support skill maintenance and development for direct care workers.
The first one is effective communication that supports skills maintenance and development for direct care workers. Without effective communication skills, direct care workers will not understand the patients’ problems.
The second one is a person-centred care approach that improves health outcomes of the patients. This supports skill maintenance for direct care workers.
12. The following are typical conditions experienced by an aged care client that requires special care and support. Describe possible indicators that these care and support needs are not met, and ways you can respond as a care worker to address these needs.
Condition
Indicators of unmet care needs
Ways to respond to unmet needs
Incontinence
This is a common condition in ageing as the muscles in the bladder and the urethra declines in their ability to hold urine.
When not given proper care and attention, ageing clients who experience incontinence may have symptoms such as smelling like urine sheets and clothing are stained with urine, and skin irritation.
· Schedule bathroom breaks.
· Use incontinent pads
· Keep their skin dry by changing garments when they are wet and applying a barrier cream if the skin is frequently wet.
· Follow their care plan regarding incontinence.
Dementia
It is medical condition that is associated to a set of symptoms affecting the brain such as decline in memory, impaired language and communication skills, impaired reasoning and judgment, inability to focus and pay attention. people age 65 years and over are most likely to acquire dementia.. if their needs are unmet, they would have a loss of.
· Self-esteem and confidence.
· Independence and autonomy.
· Social roles, relationship.
· If the person finds verbal communication difficult, speak slightly more slowly and use simple words and sentences.
· Do things together- try to do things with the person rather than for them when offering assistance.
· Use preferred communication method.
Hearing difficulties
Ageing clients who are experiencing hearing difficulties may show symptoms of irritability, negativism & anger, fatigue, tension, stress, depression.
· Verbal messages need to be repeated several times.
· The client does not react to what you day
· Tv or radio is set to loud volume.
· Failing to follow conversation in noisy surroundings
· Face the hearing impaired person directly.
· Speak clearly, slowly, distinctly, but naturally, without shouting or exaggerating mouth movements.
· Assist client with hearing devices.
13. The following are major risks typically encountered in aged care facilities. Describe ways care workers/care providers can respond to these risks.
Risks
Ways to respond to these risks
Manual handling injuries
These are injuries resulting from tasks involving the use of force such as lifting, lowering , pushing, transporting or restraining a person. These also include tasks which are repetitive in nature. Common injuries related to manual handling can included lower back pain and acute, trips, falls, or fractures due to respond of these risks.
· Ensure that bathroom design allows sufficient space for shower trolleys, hoists and commodes.
· Maintain all wheels on linen trolleys, commodes, hoists, etc.
· Install overhead railing, hoists in rooms used for heavy or non-weight bearing residents.
Resident aggression
· Report concerns to supervisor, person may require health professional review.
· Follow directions on support plan and complete relevant documentation.
· Train managers in record keeping. Analysing report and hazards management.
· Employee discussions and problem solving
· Work in pairs/teams and avoid rotating employees between residents.
· Don’t wake residents suddenly and always approach them from the front.
Infection
Transmission of infection in the aged care facility can cause an outbreak of illness, if not controlled. There are the recommended ways to respond to the risks of infection:
· Wash hands properly.
· Wear personal protective equipment.
· Consider all possible sources of infection to identify potential.
Part 2: Independence and Wellbeing
1. Provide a brief description of each of the following basic human needs.
Basic human needs
Description
1.1 physical
For human, food water and shelter from some of the most basic physical needs.
· Food; we need a balance diet to be healthy, this includes eating a variety of foods from the five food groups, vegetables, fruits, bread and cereals, lean meat fish, milk, cheese etc.
· Water; our body needs water to maintain healthy body systems. The average adult human body is made up of about 50-65% water.
· Shelter; shelter is a basic human need to stay safe and protect from climate and environment. Home
1.2 psychological
Food, drink, oxygen, temperature regulation, elimination, rest, activity, sex.
1.3 spiritual
A person can express themselves spiritually and culturally through such things as dance, art, music, names, symbols, stories, clothing, attending ceremonies and being part of a religious group. People must be supported to feely express their culture and spirituality. Aged care clients must be able to express their unique spirituality in an open and non-judgemental environment by helping them to maintain important practices, beliefs and networks.
1.4 cultural
Our culture is a huge part of who we are, culture is about the language we speak, the types of clothes we wear, the roles we have, the music we listen to , our religious practices and the entertainment we engage with.
Support ca include such things as assisting a person to get ready to attend church, wear appropriate clothing, have food and listen to music of choice that has cultural.
1.5 sexual
Sexuality is determined in part by our genetics and in part by the social expression of our underling ancestry and interaction others. Three common ways in which sexuality has been described are in terms of; sexual behaviour, sexual orientation, and sexual identity.it covers their feelings, thoughts and beliefs about their genders, physical and emotional needs and relationships with other people.
2. Explain briefly the concept of self-actualisation as it relates to aged care.
The process of self-actualization is different for everyone, and not all individuals achieve all levels of the hierarchy throughout their lives. While Maslow believed achieving self-actualization is somewhat rare and posited that only about 1% of the adult population has self-actualized, current research shows this number may be higher. Further, self-actualization has not been found to correlate with age, gender, income level, or race.
Self-actualization is thought to be best conceptualized as the sum of its parts rather than as traits viewed in isolation. For example, a person who has a creative spirit, which is one trait of self-actualization, may still not be fully self-actualized. Some experts say the theory of self-actualization is more about how open a person is to growth and health rather than about achieving ideals such as perfection, success, or happiness.
In addition, those that do self-actualize will not necessarily remain in that state. People may travel between several levels of the hierarchy over their lifespan, based on life circumstances, individual choices, and mental health.
3. Describe the following stages of human development across the lifespan.
Life Stages
Description
3.1 Infancy
Between(0-1 year).
Trust versus mistrust. Children are completely dependent on others during the first stage of life.
3.2 Early childhood
Between(1-3 years).
Autonomy versus shame and doubt. Children’s growing self-control is expressed by climbing, touching exploring, and a general desire to do things for themselves.
3.3 Preschool age
Between(3-5 years).
Initiative versus guilt. The child moves from simple self-control to an ability to take initiative. Learns through play to plan and to undertake. And carry out a task.
3.4 School age
Between(5-12 years).
Industry versus inferiority in school, children begin to learn skills valued by society, and success or failure can have lasting effects on their feelings of adequacy.
3.5 Adolescence
Between (12-18 years).
Identity versus role confusion mental and physical maturation bring to the individual new feelings, a new body and new attitudes.
3.6 Early adulthood
Between (18-40 years).
Intimacy versus isolation. Individual experiences a need to achieve an essential quality of intimacy in his or her life. After establishing a stable identity, a person is prepared to share meaningful love or deep friendship with others.
3.7 Adulthood
Between (40-60 years).
Generatively versus stagnation. According to Erikson, an interest in guiding the next generation the main source of balance in mature adulthood. This quality, called generatively, is expressed by caring about oneself one’ children, and the future.
3.8 Maturity
65 years+.
Integrity versus Despair. Because old age is a time of reflection, a person must be able to look back over the events of a lifetime with sense of acceptance and satisfaction. According to Erikson, the previous seven stages of life become the basis for successful ageing. The person who has lived richly and responsibly develops a sense of integrity. This allows the person to face ageing and death with dignity.
4. Describe the following aspects of wellbeing.
Aspects of wellbeing
Description
4.1 Physical
Being physically healthy, and having a healthy body that enables one to deal with the challenges of everyday life, fight off illnesses and function well.
4.2 Psychological
Absence of a mental illness. It is the psychological state of someone who is functioning at a satisfactory level of emotional and behavioural adjustment.
4.3 Social
Social heath involves the ability to form satisfying interpersonal relationships with others. It also relates to the ability to adapt comfortably to different social situations and act appropriately in a variety of settings.
4.4 Spiritual
being able to meet one’s needs to realise and freely express one’s faith, values, beliefs, principles and morals.
4.5 Cultural
Being able to participate in cultural activities and the freedom to retain, interpret and express their arts, history, heritage and traditions.
4.6 Financial
A state of being wherein a person can fully meet current and on going financial obligations, can feel secure in their financial future, and is able to make choices that allow them to enjoy life.
4.7 Career/Professional
A state of wholeness that results from bringing into balance life, work, people and money.
5. Consider the individual differences among people.
a. Briefly discuss how these individual differences are interrelated.
b. Briefly discuss how these individual differences may impact the provision of support.
Individual differences are interrelated as every person shares a common interest. In this case, it can be willing to receive timely care.
On the contrary, individual differences may impact the provision of support in healthcare facilities. This is because personal opinions of the patients and healthcare professional may vary giving rise o conflicts.
6. Provide a brief description of the following basic requirements for good health of an older individual.
Requirements for good health
How it applies to older individuals
6.1 mental health
health problems, loneliness and isolation reduces sense of purpose fears. The more active the elderly client are, physically, mentally and socially. The better they well feel=
· Exercise
· Connect with others
· Get enough sleep
· Maintain healthy diet
· Participate in activities
6.2 nutrition and hydration
Older individuals and people with disability go through many physical changes that also come with changing nutrition and hydration requirements. Certain conditions associated with ageing or some disabilities require specific dietary restrictions which may affect the older individual’s nutrition and hydration.
6.3 exercise
Being physically active helps the elderly stay strong and fit enough to keep doing the things they like to do as they get older. Exercise is also known to be good for mental health. Starting or maintaining a regular exercise routine can be a challenge in the elderly. They may feel discouraged by illness, on-going health problems, or concerns about injuries or falls.
6.4 hygiene
Keeping the elderly client clean is essential for good health. Poor hygiene can cause skin complaints and infections. And be a source of discomfort and low self-esteem. Elderly hygiene is an issue that many caregivers have to deal with, some elderly clients refuse to take a shower or bathe, change their clothes, brush their teeth or clean their house, all of which result in bad elderly hygiene.
6.5 lifestyle
Maintaining a healthy lifestyle is essential to elderly clients. It helps protect the from diseases, helps them fight diseases, and helps prevent chronic diseases from getting worse. Maintaining a healthy lifestyle helps the client’s holistic ( mental and emotional) health and wellbeing.
6.6 oral health
Maintaining good oral health is especially important for elderly clients because unhealthy bacteria in the mouth to only can harm the teeth and gums but may be associated with serious medical conditions. Poor oral health may also affect the elderly client’s eating habits and nutrition.
7. The following are common mental health issues encountered by older individuals. List relevant risk factors and protective factors for each.
Mental health issues
Risk factors
Protective factors
7.1 Depression
Health problems
Loneliness and isolation
Reduced sense of purpose
Fears
Recent bereavements
The more active the elderly clients are- physically, mentally, and socially- the better they’ll feel.
Exercise
Connect with others
Get enough sleep
Maintain healthy diet
Participate in activities
7.2 Dementia
Main risk factors:
Age
Family history and heredity.
Other risk factors:
Alcohol use, atherosclerosis, diabetes, hypertension, smoking etc.
Diet
Physical activities
Intellectual activities
8. Describe possible signs of abuse for each of the types of abuse listed below:
Types of abuse
Indications of neglect or abuse
19.1 Physical abuse
· Facial, head and neck brushing or injuries.( Explanation inconsistent with the injury)
· Drowsiness, vomiting fits( associated with head injuries). Avoidance or fearfulness of a particular person.
· Unexplained or poorly explained accidents or injuries such as broken bones, sprains, punctures. (sleep disturbance e.g. nightmares; bed wetting)
19.2 Physical neglect
· Hunger, thirst or lot of weight loss.(requesting, begging, scavenging or stealing food)
· Poor hygiene, poor hair texture. (constant fatigue, listlessness or falling asleep)
· Health problems have worsened due to their medications being mismanaged.
19.3 Sexual abuse
· Direct or indirect disclosure.( repeat use of words e.g. ‘bad’, dirty)
· Torn, stained or blood stained underwear or bedclothes.( sleeping disturbances, refusing to go to bed, going to bed fully clothed)
· Internal injuries( tears or bruising), pain or itching to genitalia, anus or perineal region.
19.4 Psychological abuse
· Feelings of worthlessness about life and self, extreme low self-esteem self-abuse or self-destructive behaviour.
· Speech disorders, weight loss or gain.
· Extreme attention seeking behaviour and other behavioural disorders (e.g. disruptiveness, aggressiveness, bullying)
· Excessive compliance, depression, withdrawal, crying, low mood, confusion, loneliness and fear.
19.5 Financial abuse
· Restricted access to or no control over personal funds or bank accounts. ( stealing from others).
· No records or incomplete records kept of expenditure and purchases. Missing money, valuables or property.( borrowing money)
· Forced changes to wills or other legal documents
· Property transfers when the person is no longer able to manage their own financial affairs
9. Outline the responsibilities of service providers in relation to compulsory reporting of assaults on older people, as set by the Aged Care Act 1997.
Under the aged care Act 1997 ( the Aged care Act), approved providers of residential aged care must. Report to the police and the commission incidents of alleged or suspected reportable assaults within 24 hours of the allegation, or when the approved provider starts to suspect a reportable assault has occurred.
A reportable assault as defined in the Age care Act ( section 63-1AA) means.
· Unlawful sexual contact with a resident of an aged care home, or
· Unreasonable use of force on a resident of an aged care home.
Five key elements to compulsory reporting of assaults.
· The aged care Act requires that, excepts in very specific circumstances, approved providers of residential aged care must report every allegation or suspicious of reportable assault.
· Reports must be made to both the police and the commission with in 24 hours of the allegation being made, or from the time the approved provider starts to suspect, on reasonable grounds, that a reportable assault may have occurred.
· If a staff member makes a disclosure that qualifies for protection under the Aged care Act, the approved provider must protect the identity of the staff member and ensure that the staff member is not victimised.
· If an approved provider fails to meet compulsory reporting requirements the commission may take compliance action.
· Compliance with compulsory reporting requirements is monitored by the commission.
Approved provider responsibilities are:
· Making report
· Requiring staff members to report reportable assaults
1. Requirement and procedures for reporting any alleged or suspected incidents of assault on a resident and who they should report to.
2. Option to report to the commission where they may be concerned about anonymity, or where the staff member is concerned about reporting incidents that may directly involve the service’s personnel or the approved provider.
3. Protections in place and the circumstances in which they would qualify for protection.
4. Consequences of providing false or misleading information.
10. Briefly explain how the Aged Care Funding Instrument (ACFI) is used to determine funding for aged care recipients.
ACFI, administered by the Australian Government’s Department of Health, stands for Aged Care Funding Instrument, in practice, the ACFI determines funding based on the day-to-day needs of each individual resident, and then typically pays subsidies to the residential aged care home that is providing the daily care.
ACFI is important because it seeks to understand the individual care needs of residents and fund a residential facility accordingly. ACFI assessments are normally performed by trained people who are employed by the aged care provider.
National care solutions are experts in quality aged care training and consultancy, and especially the ACFI.
11. Briefly describe the Residential Care Subsidy as a funding model.
Subsidy for residential care, the Australian Government pays approved providers a subsidy on behalf of each person receiving residential aged care. To calculate the subsidy amount, start with the basic subsidy rate. Then add any supplements and subtract any reductions that apply.
The Australian government pays a subsidy to approved providers for each person in residential aged care.
For respite care, go to residential respite care subsidy and supplements.
Calculating the subsidy
To calculate your total amount of subsidy:
· Start with basic subsidy
· Add any primary supplements
· Subtract any reductions
· Add any other supplements
Subsidy payment
You will get advance payment in the first few days of each month. Services Australia estimates the payment amount based on past payments.
When they get a claim form, services Australia checks the advance payment against the form if needed, services Australia will either.
Make an extra payment in the following month, and reduce the following month payment.
Australia services may deduct other amount from the payments as,
Amount to repay capital grants, and recovery overpayments.
12. Briefly describe the Home Care Subsidy as a funding model.
The Australian government also pays approved providers an amount of home care subsidy for each recipient. Home care subsidy is generally paid monthly and calculated by adding the amounts due for each recipient for each day of the month.
The Australian government aged care quality. Agency has set the following Accreditation Standards for service delivery models.
· Effective management
· Appropriate access and service delivery
· Services user rights and responsibilities.
13. List two examples of issues that can impact the health and wellbeing of older individuals.
Chronic health conditions
According to national council on ageing, about 92 percent of seniors have at least one chronic disease and 77 percent have at least two. Heart disease, stroke, cancer, and diabetes are among the most common and costly chronic health condition causing two-thirds of deaths each years. The national centre for chronic disease prevention and health promotion recommends meeting with a physician for an annual check up. Maintaining a healthy diet and keeping an exercise routine to help manage or prevent chronic diseases.
Physical injury
A senior falling and injury making it the leading cause of injury among the elderly. Because aging causes bones to shrink and muscle to lose strength and flexibility, seniors are more susceptible to losing their balance, bruising and fracturing a bone. Two diseases that contribute to frailty are osteoporosis and osteoarthritis.
14. Myths and stereotypes of ageing and older people:
a) List three examples of stereotypes or “myth-conceptions” about older people and the ageing process.
b) Briefly describe how these stereotypes impacts community values and attitudes towards the ageing population.
The three examples of stereotypes regarding aged people and the ageing process are:
1. Ageing decreases a person’s libido
2. Ageing can be depressive
3. Ageing decreases wits
The above listed stereotypes can have a negative impact on the improvement of an aged person’s health. A person fears to encounter the ageing process due to theses stereotypes.
15. List three examples of issues surrounding sexuality and sexual expression in older people.
The physiological changes in women due to menopause can affect their sexual desires.
With age, the testosterone level in men decreases that can affect their sexuality.
The complex medical conditions due to ageing can affect the sexuality of an individual. Arthritis, depression and obesity are some factors contributing to this.
16. List three examples of indicators of emotional concerns and issues in older people.
The prime indicator is the lack of engagement with daily activities.
The second one is the prolonged depression in aged people.
The third one is the increase in anxiety and distress.
17. Consider the support strategies, resources, and networks made available for the older people:
a) List two general resources on Aged Support and Services for the elderly in Australia.
b) List two examples of support services funded by the Commonwealth that directly or indirectly help and support the aged population.
c) List two examples of Non-Government Sector Associations and Organisations that provide a large range of services and support to the elderly.
Regid Aged Care and My Aged Care generate aged care support and facilities to the aged population of Australia.
Commonwealth Health Support Programme (CHSP) and Commonwealth Continuity of Support (CoS) Programme are two support services for the aged population developed by Commonwealth Australia.
Brotherhood of St Laurence and council on the Ageing Australia (COTA) are two non-governmental agencies working for aged population in Australia.
Part 3: Healthy Body Systems
1. Match the following body systems and their associated components to their correct functions.
Write the letter corresponding to your answer in the space provided below.
Body Systems and Associated Components
a. cell
b. tissue
c. organ
d. cardiovascular or circulatory system
e. respiratory system
f. muscular system
g. skeletal system
h. endocrine system
i. digestive system
j. urinary system
k. integumentary system
l. lymphatic system
m. nervous system
n. immune system
o. reproductive system
p. Eye
q. Ear
r. Nose
s. Tongue
Functions
organ
A group of tissues that perform a specific function in the body.
Muscular system
Facilitates movement and locomotion.
Urinary system
Removes liquid waste from the blood to keep a stable balance of salts and other substances in the blood.
tongue
Vital for tasting, chewing, swallowing food, as well as for speech.
Lymphatic system
Transport a fluid containing infection-fighting white blood cells, throughout the body.
Skeletal system
Gives the body its structure; provides body with the right amount of blood cells.
ear
Receives sound waves from the environment to help us hear. It also helps in maintaining balance.
cells
The basic unit of all living things. Its functions include metabolism and reproduction.
Endocrine system
Secretes hormones into the circulatory system.
tissue
Group of cells that work together to carry out a particular task in an organism.
Respiratory system
Brings oxygen in and carbon dioxide out.
Cardiovascular or circulatory system
Transports blood from the heart to other parts of the body.
eye
Helps in receiving, focusing, and transmitting light that helps us see.
Immune system
Provides body protection from infections/diseases.
Nervous system
Carries information from the brain to other parts of the body.
Digestive system
Breaks down food into energy.
Reproductive system
Plays an important role in the procreation of life.
Integumentary system
An organ system consisting of the skin, hair, nails, and exocrine glands.
nose
It is the primary organ for smell and it also receives air to help us breathe.
2. Identify the parts of the heart. Refer to the diagram and fill in the table below. Choose your answers from the drop-down lists provided.
1
Superior vena cava
7
left atrium
2
Aorta
8
tricuspid valve
3
Pulmonary artery
9
tricuspid valve
4
Pulmonary vein
10
Right ventricle
5
Mitral valve
11
left ventricle
6
Right atrium
12
Mitral valve
3. Identify the parts of the respiratory system. Refer to the diagram and fill in the table below.Choose your answers from the drop-down lists provided.
1
Nasal cavity
7
Pharynx
2
Nostril
8
Trachea
3
Oral cavity
9
Right main bronchus
4
Larynx
10
Left lung
5
Left main bronchus
11
Diaphragm
6
Right lung
4. Identify the parts of the musculo-skeletal system. Refer to the diagram and fill in the table below. Choose your answers from the drop-down lists provided.
1
Tendon
4
Muscle fiber
7
Fascicle
2
Epimysium
5
Bone
8
Blood vessel
3
Endomysium
6
Perimysium
10
Endomysium
5. Identify the parts of the skeletal system. Refer to the diagram and fill in the table below. Choose your answers from the drop-down lists provided.
1
Skull
8
Radius
15
Fibula
2
Clavicle
9
Carpals
16
Tarsals
3
Scapula
10
Metacarpals
17
Metatarsals
4
Sternum
11
Phalanges
18
Phalanges
5
Ribs
12
Femur
19
Vertebral column
6
Humerus
13
Patella
20
Pelvic girdle
7
Ulna
14
Tibia
6. Identify the parts of the endocrine system. Refer to the diagram and fill in the table below. Choose your answers from the drop-down lists provided.
1
Pinel gland
7
Trachea
2
Thalamus
8
Adrenal glands
3
Pituitary gland
9
Pancreas
4
Thyroid cartilage
10
Uterus
5
Thyroid gland
11
Ovaries
6
Parathyroid glands
12
Testes
7. Identify the parts of the digestive system. Refer to the diagram and fill in the table below. Choose your answers from the drop-down lists provided.
1
Mouth
6
Stomach
2
Liver
7
Pancreas
3
Gallbladder
8
Duodenum
4
Large intestine
9
small intestine
5
Oesophagus
10
Anus
8. Identify the parts of the urinary system. Refer to the diagram and fill in the table below. Choose your answers from the drop-down lists provided.
1
Kidney
3
Bladder
2
Ureter
4
Urethra
9. Identify the parts of the female and male reproductive systems. Refer to the diagram and fill in the table below. Choose your answers from the drop-down lists provided.
Female
Male
Female Reproductive System
1
Uterine tube
5
Vagina
2
Uterus
6
Clitoris
3
Ovary
7
Labia minora
4
Cervix
8
Labia majora
Male Reproductive System
1
Pubic bone
6
Bladder
2
Vas deferens
7
Prostate gland
3
Penis
8
Epididymis
4
Urethra
9
Testis
5
Seminal vesicles
10
Scrotum
10. Identify the parts of the integumentary system. Refer to the diagram and fill in the table below. Choose your answers from the drop-down lists provided.
1
Epidermis
5
Hair Follicle
2
Dermis
6
Sebaceous Gland
3
Hypodermis
7
Sweat Gland
4
Venule and Arteriole
8
Stratum basale
11. Identify the parts of the lymphatic system. Refer to the diagram and fill in the table below. Choose your answers from the drop-down lists provided.
1
Thymus
3
Cervical Lymph Nodes
2
Liver
4
Spleen
12. Identify the parts of the nervous system. Refer to the diagram and fill in the table below. Choose your answers from the drop-down lists provided.
1
Brain
4
Spinal cord
2
Nerves
5
Ganglia
3
Digestive tract
13. Identify the parts of the eye. Refer to the diagram and fill in the table below. Choose your answers from the drop-down lists provided.
1
Retina
5
Lens
2
Blood vessels
6
Pupil
3
Fovea
7
Cornea
4
Macula
8
Iris
14. Identify the parts of the ear. Refer to the diagram and fill in the table below. Choose your answers from the drop-down lists provided.
1
Stapes
7
Round window
2
Semicircular canals
8
Tympanic cavity
3
Vestibular nerve
9
Tympanic membrane
4
Cochlear nerve
10
External auditory canal
5
Cochlea
11
Malleus
6
Eustachian tube
12
Incus
15. Identify the parts of the nose. Refer to the diagram and fill in the table below. Choose your answers from the drop-down lists provided.
1
Olfactory bulb
4
Nasal epithelium
2
Mitral cells
5
Glomerulus
3
Bone
6
Olfactory bulb
16. Identify the parts of the tongue. Refer to the diagram and fill in the table below. Choose your answers from the drop-down lists provided.
1
Taste buds
4
Basal cell
2
Taste hair
5
Gustatory cell
3
Taste pore
6
Transitional cell
17. Consider how the body maintains or regulates the body temperature.
a. Briefly explain how the body regulates temperature.
b. Briefly explain how the regulation of body temperature is affected by ageing.
The internal body temperature is regulated by hypothalamus, which is a part of our brain. The hypothalamus checks current body temperature and compares with the normal body temperature, which is 370C.
There is not significant change in body temperatures with ageing. However, with age, it becomes difficult for the body to control temperature.
18. Consider how the body regulates fluid and electrolyte balance.
a. Briefly explain how the body regulates fluid and electrolyte, including pH, balance.
b. Briefly explain how the regulation of fluid and electrolyte balance is affected by ageing.
The kidneys help in maintain electrolyte balance of the pH. This is done by filtering water and electrolytes from blood so that pH of the blood is maintained.
The hormonal regulation of electrolyte and fluid balance decreases with age. Therefore, an aged individual encounters fluid misbalance in the body.
19. Briefly explain how the body eliminates these wastes.
The excretory system aids in maintaining salt and urea in the body so that wastes are not accumulated in the body at dangerous levels. The excretion process is supported by the kidneys and its functional unit, the nephrons to remove such toxins from the blood stream. It is expelled from the body in the form of urine.
20. Briefly explain how the body regulates blood pressure.
The kidneys generate a hormonal mechanism concerning the regulation of blood pressure, thereby, managing blood volume. Additionally, the rennin-angiotensin-aldosterone system present in the kidneys is responsible for regulating blood volume. Responding to increasing blood pressure, the juxtaglomerular cells of the kidneys secrete rennin into the blood stream.
21. Briefly explain how the body protects itself from infection.
Natural barriers are mainly skin, tears, mucous membrane and stomach acid. Additionally, the normal flow of urine expels microorganism from the body through urinary tracts. Immune system also plays a pivotal role in this. It utilises antibodies and white blood cells to identify and destroy the foreign bodies that enter human cells.
22. Briefly describe how much physical activity is recommended for older people to support the body’s healthy functioning.
Older people must implement at least 145 minutes exercise in their daily schedule. The physical activity must be of moderate intensity such as aerobics. Additionally, they can also carry out a vigorous intensity physical exercise for approximately 75 minutes throughout the week. Moreover, a combination of both moderate and high-intensity exercise is recommended for the aged people.
23. Briefly describe how active and passive exercise can be applied for elderly clients.
Passive exercises are utilised to prevent stiffness of the body so that the aged person is competent to apply a range of muscular movement. On the contrary, active exercise helps in strengthening the communication between body and brain for enhanced movement.
Case Study
This assessment is comprised of three case studies with scenarios and tasks that will test your knowledge and skills relevant to the competency standard requirements of the units included in this subject.
These case studies are hypothetical situations which will not require you to have access to a workplace, although your past and present workplace experiences may help with the responses you provide.
The evidence of your successful completion of the other competency standards that are required to be performed in the workplace are all included in your Skills Workbook.
Case Study 1: Abraham Chatzkel
Name: Abraham Chatzkel
Age:91
Date of Birth: 16 January 20xz
Room #: 23
Abraham’s Care Plan is provided on the following page.
Abraham Chatzkel is a new client at Lotus Compassionate Care. Abraham never married and has no kids of his own. Before moving to the centre, Abraham stayed with his niece, Abigail, her husband, Jacob, and their two daughters, Aliya and Amira.
Abigail is a stay-at-home mother, taking care of Abraham and her two kids. Abigail’s husband accepted a job in New York and moved there with the rest of family. Abraham did not want to move to New York with them and prefers to spend the rest of his life in Australia, where he has spent the most of his life.
Due to the distance and the time difference, all communications between the centre and the family are done via phone call or email.
Guidance: For the purpose of this assessment, Abraham’s first day in the centre is 7 July, 20xx (current year).
Care Plan
Name: Abraham Chatzkel (fictitious name)
My preferred name: Abe
My Birthday is: 16th January (he is currently 91 years old)
My Room number is: 23
I am allergic to penicillin
Social History:
I was born in Israel. My mother is from Australia and my Father is from Israel. My family moved to Brisbane when I was 8. My father was the local grocery shop owner and on the weekends and afternoons after school I helped in the shop.
After I finished school I worked in my father’s shop until I went into the army for two years. While I was in the army I fought in the second world war. When I left the army I went back to work in the grocery shop, which I later inherited from my father.
I returned home from the war after learning my little sister’s husband left her and their daughter, a few months after she was diagnosed with cancer. I took care of my little sister and raised her daughter, Abigail, as my own aftermy sister passed away in 1960. I never married.
Before I moved here, I lived with Abigail and her family. She married a nice young man, Jacob, and they now have two lovely daughters, the twins, Aliya and Amira. Abigail stopped working when she had the girls, and just stayed home taking care of them, and also keeping me company.
I enjoy reading, especially stories about the time of the war. It reminds me of the time I spent with my mates.
I was diagnosed with renal cell carcinoma which has now spread to other parts of my body. I am now at Lotus Compassionate Care because my niece’s family is moving to New York and I did not want to move with them. I want to live the rest of my life here in Australia. With the twins old enough to go to school, I think it is time Abigail can go back to work and do things for herself. I am finding it more and more difficult to complete activities of daily living without assistance and I don’t want to be a burden to Abigail and her family.
Communication
My needs
My Goals
How you can help me
To be able to hear around me as I cannot hear very well
I would like to be able to hear what people are saying
· Support me to use my hearing aid
Cultural and Spiritual
My needs
My Goals
How you can help me
To be able to keep following Jewish practices while in the centre
To follow the kashrut (Jewish dietary laws)
· Help ensure that my food is kosher
To be able to pray three times a day
· Assist me to say my prayers by reminding me of the time and guiding me to a quiet place for prayer.
Recreation
My needs
My Goals
How you can help me
I like to sit out on the veranda each morning and listen to the radio
I like reading books
Enjoy the outdoors and listen to my favourite radio station in the mornings
Finish as many new books as I can
· Support me to transfer to the Care Chair and wheel me out to the veranda. Ensure I have my hat on and sunscreen applied. Ensure I am not directly in the sun for too long (no more than 30 minutes).
· Turn the radio on to ‘easy listening station’
· Ensure that I am comfortable
· Place the Feeding Cup with Spout with water within my reach.
· Place the buzzer within my reach
· Ensure I have new books to read and my spectacles within reach
Sensory
My needs
My Goals
How you can help me
To maintain visual ability
To continue being able to read my books
To continue to see the people I am talking to.
· Help me to ensure my glasses are clean before I put them on and within reach for me when I am alone.
Mobility
My needs
My Goals
How you can help me
To maintain a level of mobility that will allow me to enjoy the outdoors
To continue being able to enjoy taking walks outdoors, especially early in the morning to watch the sunrise
To keep my muscles and limbs toned
· Assist me taking morning walks using my walker when I can, or take me out on my wheel chair
· Please assist me to transfer using the hoist and two staff members.
Personal Hygiene
My needs
My Goals
How you can help me
I require assistance to meet my personal hygiene care needs
To feel comfortable
· Ensure my privacy and dignity is maintained
· Speak with me about how you will assist me
· Ensure the water in the washbasin is warm but not too hot
· Use a soft washer and soap substitute to gently clean my skin
· Gently dry my skin with a soft towel and ensure it is thoroughly dried.
· Apply a protective barrier cream (please do not rub my skin)
Oral Care
My needs
My Goals
How you can help me
I require assistance to meet oral care needs
To maintain my self-esteem. To maintain healthy teeth and gums.
· Ensure that I am sitting upright
· Assist me to clean my teeth with a soft, small-headed toothbrush and fluoride toothpaste.
· Assist me to apply oral gel to my lips
Skin Care
My needs
My Goals
How you can help me
To maintain my skin integrity
To maintain comfort and prevent pressure injuries due to lack of mobility
· Support and encourage me to move around and not stay in bed or sitting on my chair for long hours
· Inspect my skin for redness
· Report and document if you notice changes in my skin condition
· Ensure the linen is free from wrinkles and smooth
· When conducting transfers be careful not to pull, drag or knock my skin
· Ensure skin my skin is clean and dry
· I have anair pressure ripple mattress on my bed
· Regular toileting to prevent me from being incontinent.
Bowel Function
My needs
My Goals
How you can help me
I sometimes experience constipation
To have a bowel motion every day or every second day
· Monitor my bowel motions and complete the bowel chart
· Ensure I have the buzzer within reach if I need to go to the toilet.
· If I have not had a bowel motion after the 2nd day, give me an aperients every morning until I have successful bowel movement. maybe also include encourage me to eat high fiber soft diet as per care plan and maintain fluid intake
Sleep
My needs
My Goals
How you can help me
I sometimes wake during the night
To have a restful sleep during the night.
· Ensure I am comfortable before I go to sleep
· Ensure the room is at a comfortable temperature
· Ask me before you settle me for sleep if I am comfortable and reposition the pillows how I like it.
Nutrition and Hydration
My needs
My Goals
How you can help me
Sometimes I am unwell and refuse food
To maintain a good nutritional intake
· Support me to sit upright
· Support me to eat a high nutrition soft diet.
· Ensure I receive kosher meals
· Record what I eat and drink in my food diary
· When I feel unwell and refuse food inform the Registered Nurse.
Environment
My needs
My Goals
How you can help me
When I am too hot or too cold I feel uncomfortable
To be in an environment with a comfortable temperature
· When you help me with my personal care ensure the room and water temperature is comfortable.
· Support me to ensure I have warm clothing in cold weather and cool clothing in warm weather before I go out to the veranda
· Ensure my bedroom is at an appropriate temperature
Pain
My needs
My Goals
How you can help me
If I am experiencing pain I feel uncomfortable
To maintain a manageable pain level so I can optimise my well-being
· Report and document if I experience any pain.
· Administer my pain relief medication as directed by my physician
My Medical History
I have diabetes and arthritis
Scenario 1: Abraham’s Care Plan
7 July, 20xx
After reviewing Abraham’s care plan, you’ve determined that there are several aspects of the plan that are outside the scope of your role as a care worker.
1) What is your role in implementing Abraham’s individual care plan?
Guidance: List specific tasks that are within the scope of your role.
1. The prime focus is a person-centred care that must be provided to Abraham. In this regard, he will feel respected and dignified.
2. The second will be effective communication as Abraham has hearing issues.
3. The third will be providing manageable pain level so that he can get relief from the pain.
2) What aspects of the care plan are beyond the scope of your role? List at least two.
Guidance: List specific tasks that are outside the scope of your knowledge, skills or job role
· As a care worker I will not be able to provide him with books. My responsibility is to take care of his regular activities but I am helpless in providing him with new reading books daily.
· Abraham wants to practice Jewish during his stay in the centre. However, I am incompetent to support him in that as I am not authorised to support a person in permitting him with religious rituals. This authority lies in the hands of administration.
3) Which parts of the care plan do you recommend to be reviewed and revised?
Guidance: List specific parts of the care plan that outlines task that are outside the scope of your knowledge, skills or job role
1. I believe that effective care must be taken during the night as Abraham may have developed insomnia. He reported that during night his sleep breaks suddenly. Hence, additional attention must be provided to this.
2. Abraham has developed mobility problem. I would recommend physiotherapy sessions in his care plan so that he recovers quickly.
Role Play Task 1
The aim of this role playing activity is to allow you to demonstrate your skills in:
· communicating with your supervisor specific issues relating to your work role
You will be playing the role of a care worker working in Lotus Compassionate Care, assigned to provide care and support to Abraham.
To complete this task, you will need access to:
· a video recorder
· a volunteer:
· one volunteer to play the role of your supervisor
With a volunteer to play the role of your supervisor, simulate a conversation with your supervisor clarifying your role in the implementation of Abraham’s care plan.
To document your completion of this task, and to allow your assessor to evaluate your performance, you are required to submit a video recording of this role play conversation. Save your video file using the filename: Subject 1-RP1. Submit this video file along with this workbook to your Assessor.
Take note that your assessor will be evaluating you against the following criteria:
Assessor checklist
(for assessor’s use only, please leave this section blank)
1) Was the candidate able to clarify his/her own role in implementing Abraham’s care plan?
2) Was the candidate able to seek appropriate support for aspects of the care plan that are outside of his/her job role?
Guidance: the candidate must be able to point out specific details/aspects of the care plan that are beyond the scope of care workers
3) Was the candidate able to discuss aspects of the care plan that might need to be reviewed?
Guidance: the candidate must be able to provide suggestions that support the client’s self-determination
Scenario 2: Abraham Feels Down
9 September, 20xx
Abraham is an avid reader of books. Abigail promised Abraham that she will send him new books every couple of weeks so Abraham can continue to enjoy his love for reading.
Two months later, Abraham still has not received any letters or books from Abigail. You tried giving him books from the centre’s library but he refused them. He told you that he does not want to read books anymore.
Slowly, you noticed changes in Abraham’s disposition. You noticed that he appears withdrawn, and rarely interacts with the other residents and care workers in the centre.
In the morning, as you were about to help him get ready for his morning walk, he very sadly tells you that he does not want to take a walk, and he just wants to go back to sleep, hoping he does not wake up anymore.
When you asked him why he feels this way, he tells you that he thinks his family has already forgotten about him, and he wishes to just stop waking up in the morning. He further asks you if you could just give him “too much” pain medication so all of his pain will go away.
4) Based on the scenario provided above, list two signs of additional or unmet needs of the Abraham:
Guidance: take note of the physical, emotional and psychological risks involved in the situation, and identify the specific additional or unmet needs that must be addressed to mitigate these risks.
The two unmet needs of Abraham are:
1. Security needs: Abraham feels that his family has abandoned him and they no longer want him in the family. He feels depressed and is anxious sometimes.
2. Unmet love: Depression along with unwillingness to live is evident ion Abraham. He wants to get relieve from his pain that is emotionally disturbing him.
5) Based on the scenario provided above, identify risk/s in Abraham’s behaviour that are beyond your scope of knowledge, skills and job role, which should prompt you to seek support from your supervisor.
Although Abraham has shown signs of depression and anxiety, however, I am not competent to identify their adversities. In this regard, I need suggestion and guidance from experts in this field. I have evident aged people living in isolation and secluded. Therefore, I need guidance by a senior expert on this matter so that I can help Abraham.
6) Using the template on below, complete the log on Abraham’s client progress notes:
Guidance: you must include all the pertinent details relevant to Abraham’s care and condition
Date
Time
Notes
Initial, name and title
22 August 2020
27 August 2020
13:00
10:00
Efficient mobility is evident as Abraham enjoys outdoor activities
Progress in hearing as he is able to hear moderate level audios
J. Thompson
C.K Melvin
Role Play Task 2
The aim of this role play activity is to allow you to demonstrate your skills in:
· communicating with your client’s family and carers about the care provided to your client
You will be playing the role of a care worker working in Lotus Compassionate Care, assigned to provide care and support to Abraham.
To complete this task, you will need access to:
· a video recorder
· a volunteer:
· one volunteer to play the role of Abigail, Abraham’s niece
You’ve spoken to your supervisor about Abraham’s situation. The centre contacted Abigail and let her know that Abraham has been feeling very sad about not having any news from his family. Abigail was very surprised and explained that she’s been very busy but has been sending letters and books to Abraham the past two months. She was very worried about Abraham and scheduled a trip to the centre the following week. Abigail also wanted to speak with you personally, as she knows you provide direct client care to Abraham.
With a volunteer (to play the role of Abigail), simulate a conversation with Abigailo to talk about Abraham, his care, and any questions Abigail might have about Abraham’s conditions.
To ensure that the scenario provides you the opportunity to demonstrate the skills required for this task, use the following talking points in your role play:
Questions to be asked by Abigail
· How is Abraham? How is he adjusting in the centre? Can you tell me what his days have been typically like?
· Janet (care manager) said he hasn’t been getting out of his bed. Could this be because his cancer is getting worse?
· Janet also mentioned that Abraham may be having suicidal thoughts. How will I deal with that when I go talk to him? Should I bring it up or should I just act like everything is normal?
· He used to have a lot of pain and discomfort with his arthritis. How is he managing that now?
Points of discussion to be raised by you as Abraham’s direct care provider:
· Changes in Abraham’s behaviour, and other relevant concerns (you must correctly identify these and share it with Abigail)
· Offer advice and suggest available support services for Abraham’s depression and suicidal thoughts (research on available support services, internally or otherwise)
To document your completion of this task, and to allow your assessor to evaluate your performance, you are required to submit a video recording of this role play conversation. Save your video file using the filename: Subject 1-RP2. Submit this video file along with this workbook to your Assessor.
Take note that your assessor will be evaluating you against the following criteria:
Assessor checklist
(for assessor’s use only, please leave this section blank)
1) Did the candidate answer Abigail’s question accordingly?
2) Did the candidate discuss with Abigail changes in Abraham’s behaviour and provide suggestions on how she could help manage these changes as needed?
3) Did the candidate provide correct information about available support for Abraham and Abigail (client and carer) with regard to addressing Abraham’s depression and suicidal thoughts?
Scenario 3: The Case of Antonio Iglesias
2 October, 20xx
Abraham shares his room in the centre with Antonio Iglesias. He is originally from Spain. He loves listening to classic Latin music, and watching soccer on TV. They often have their radio and TV on Antonio’s favorite Latin channels. As Antonio got older, he became more and more nostalgic about his motherland and cannot stop talking about Spain—the food, the people, and the places. Antonio is very friendly. He loves to share stories about his adventures in Spain when he was younger. Antonio is also a devout Catholic and a very conservative man.
On the other hand, although Abraham was born in Israel, he has spent most of his life in Australia, and cannot relate to Antonio feeling home sick. Unlike Antonio, Abraham is a very quiet and calm-natured man. He likes to keep to himself, read books, or write on his journal.
Abraham has always been openly gay. Abraham still keeps a photo of his late partner, Kevin, on his nightstand. This makes Antonio feel uncomfortable. He often ends up preaching to Abraham about the sins of being gay and its consequences according to the bible.
7) Briefly describe the social, cultural and spiritual differences between Abraham and Antonio.
a) Social
b) Cultural
c) Spiritual
1. Abraham is born in Australia whereas Antonio was born in Spain
2. Antonio loves listening to Latin music and watch soccer on TV. Abraham is calm and composed man and cannot relate to Antonio’s homesickness.
3. Antonio preaches Abraham that being a gay is sin in the eyes of Bible. On the contrary, Abraham likes to practice his Jewish rituals at the centre.
8) Briefly describe possible support activities you could recommend to Abraham to address the following needs.
Guidance: Take note of Abraham’s stage of life, development and strength when suggesting support activities.
a) social needs
· Abraham must be motivated to interact with people from other cultural backgrounds.
b) cultural needs
· Abraham must be encouraged to take part in others’ cultural activities and preferences.
c) spiritual needs
· Abraham must follow his religious guidelines so that he can feel the spirituality within himself.
Role Play Task 3
The aim of this role play activity is to allow you to demonstrate your skills in:
· communicating with your elderly clients
You will be playing the role of a care worker working in Lotus Compassionate Care, assigned to provide care and support to Abraham.
To complete this task, you will need access to:
· a video recorder
· a volunteer:
· one volunteer to play the role of Abraham
One afternoon, Abraham confided with you that he does not like sharing a room with Antonio.
With a volunteer (to play the role of Abraham), simulate a conversation with Abraham to talk about his concerns.
To ensure that the scenario provides you the opportunity to demonstrate the skills required for this task, use the following talking points in your role play:
Questions to be asked by Abraham:
· Do you believe I will go to hell for being gay?
· Should I just put away Kevin’s photo to get Antonio off my back?
· Lately I’ve been thinking a lot about joining Kevin in the afterlife. I know this would make Abigail very sad. Is there anyone I can talk to about these thoughts I’m having?
Guidance: when responding to this question, make sure to emphasise the importance of using available support whenever he feels it is required
Points of discussion to be raised by the you as Abraham’s direct care provider:
· Seek Abraham’s feedback on specific aspects of his care plan that he wishes to be reviewed by the supervisor/care manager and updated to better fit his needs.
Guidance: review Abraham’s care plan and find opportunities for Abraham to participate in his self-care activities that will help him feel empowered and independent, as well as help him divert his attention away from his issues with Antonio and towards more positive and productive activities.
· Suggest support activities that would help keep Abraham focused on positive experiences. (activities should reflect Abraham’s physical, social, cultural and spiritual needs)
Guidance: choose activities that will provide Abraham opportunities to utilise his strengths; do this by helping Abraham identify and acknowledge his own strengths and self-care capacity, and choosing activities together based on this
· Encourage Abraham to participate in social, cultural and spiritual activities; consider the activities you’ve listed in question (8).
· Apart from the suggested support activities, also provide information on the existing and potential new networks that are available for Abraham to join with.
· In the course of your discussion with Abraham, make sure you allow him to provide feedback and input in managing the delivery of their care
Guidance: seek his opinion in the different options you provide and let him select what he finds best for his needs
To document your completion of this task, and to allow your assessor to evaluate your performance, you are required to submit a video recording of this role play conversation. Save your video file using the filename: Subject 1-RP3. Submit this video file along with this workbook to your Assessor.
Take note that your assessor will be evaluating you against the following criteria:
Assessor checklist
(for assessor’s use only, please leave this section blank)
1) Did the candidate respond to Abraham in a manner that is respectful and accommodating of Abraham’s expression of identity and sexuality?
Guidance: this includes not imposing own values and attitudes on Abraham; this also includes using positive and supportive communication to help promote Abraham’s self-esteem, self-determination, and develop his trust.
2) Was the candidate able to discuss details of Abraham’s care plan and suggest activities that could help Abraham divert his attention to more positive experiences?
3) Did the candidate suggest appropriate support activities that reflect Abraham’s personality and needs, and encouraged him to participate in these activities?
Guidance:
· This includes helping Abraham identify his strengths and self-care capacity, and choosing support activities that provide him opportunities to utilise his strengths.
· Apart from recreational activities, this may also include activities of daily living.
· Apart from suggesting support activities, this should also include encouraging Abraham to participate in them
4) Did the candidate provide Abraham correct information about available support services to help him regarding his suicidal thoughts?
Guidance: this includes referring the candidate to the correct personnel within the centre and providing information how to access these support services and resources when needed
5) Did the candidate provide Abraham information on existing and potential new networks available for him?
Guidance: this also includes encouraging him to join/participate these networks
6) Did the candidate provide Abraham support that allows him to manage the delivery of his care?
Guidance: this also includes encouraging Abraham to maintain his independence
Case Study 2: Judith Comet
Name: Judith Comet
Age: 96
Date of Birth: 3 November 20xz
Room #: 7
Judith has been staying in the centre the past 4 years.
Judith has 4 children. All of them have their own families, and are currently staying in different states across Australia. They have decided to place Judith in a home after she’s been diagnosed with stage IV colon cancer 4 years ago. Having cancer at such an advanced stage at Judith’s age, she was thought to have at least onlya year to live. She was always in a lot of pain, and required regular and constant assistance to complete activities of daily living. It was clear that the family were unable to meet Judith’s needs, as it was becoming too difficult for them to take care of her.
They decided to place Judith in the care of Lotus Compassionate Care hoping that it will provide her with a more comfortable environment, with all the professional support she needs to ease the symptoms, pain, physical stress, and mental stress brought about by her condition for the remainder of her life.
Scenario 1: The Reunion
30 November 20xx, 1:25PM
Judith has been in your care since she arrived in the centre. However, the last two months, you have been away on a holiday.
On your first day back, as you and another care worker were about to hoist her from the bed and onto her wheelchair, you noticed that Judith has sore, purple discolored and painful spots about 8cm across on both her shoulders, and a smaller one about 3cm across on the back side of her head.
When she was on her side, you saw some bleeding through her pants and on the bed sheets from the upper part of her buttocks. It appears it has not been checked for at least a day or two. Her bed sheets were stained and smelled of faeces and urine. She looked in pain. You asked her if you could check what’s causing her pain. You found that she had an open wound about 2cm across and the skin surrounding it was very red and discolored. Judith cringed in pain as you gently assessed the condition of her skin.
You later found out that she has not been out of her bed in two days. You asked her why she has not gone out of her bed, and she told you that she’s just been feeling too tired lately, and going out just takes too much effort. She asked you if she could just stay in bed and rest today. You noticed that she seems withdrawn. You also noticed that she’s lost a lot of weight since the last time you saw her about two months ago.
1) List two examples of changes in Judith’s physical condition that must be reported to the supervisors.
1. Judith’s sore and painful spots on her both shoulders need special attention. Hence, this must be reported to higher authorities.
2. Judith has an open wound and she is suffering from extreme pain due to it, therefore, this condition must also be reported.
2) Explain how these physical conditions are affecting Judith’s wellbeing.
Guidance: include in your explanation the specific indications (from Judith’s behavior and responses) that her physical conditions are affecting her overall health and happiness
Judith is sowing withdrawal symptoms and remains mostly secluded from social participation. This is because she is not provided with adequate emotional support and faces ignorance in the care home regarding her health.
3) According to Lotus Compassionate Care’s Policies and Procedures, you are required to report to your supervisor and/or care manager should you note any of the following:
· Changes in your client’s physical condition and how it is affecting their wellbeing
· Changes in your client’s wellbeing
· Required care/support that are beyond the scope of your role
According to Lotus Compassionate Care’s policies, you are required to document this in the client’s progress notes.
Complete the Progress Notes Template for Judith below:
Guidance: For the purpose of this assessment, your assessor will play the role of Lotus Compassionate Care’s Care Manager.
Surname:
Comet
Given Name:
Judith
Room Number:
7
DOB:
3 November 20xz
Care Manager:
Selena Malfoy
PROGRESS NOTES
Date/Time
Comments
22 August
Judith is suffering from shoulder sore and this highlights that she has not been out of her bed for two-three days. Additionally, her bed sheet is covered with blood and there is a deep wound in her backside. She is showing withdrawal symptoms and has lost adequate weight in the past two months.
Signed: S.Malfoy
Complete name:
Selena Malfoy
Position:
Care worker
Scenario 2: Nurse Naja
30 November 20xx, 1:25PM
Judith asked you if you can get medication to help her with the pain. She started feeling pain on her buttocks and both shoulders two days ago but did not tell anyone until you were back from your medical leave. When you asked her why she did not tell anyone about it, she said she did not want to bother the nurse.
This made you worry about Judith and asked her if there was anything else that was bothering her. You found out that she has not had any bowel movement in two days, and urinating has started to become painful for her.
She asked if you can clean her wounds and give her pain medication. You explained to her that although you would love to help her, you are not qualified to perform those procedures on clients.
You checked her care plan and found that her nurse’s name is Naja Nielsson. You explained to Judith that Registered Nurse Naja Nielsson would be the best person to clean her wounds and help her manage her pain with medication as prescribed by her doctor.
Judith appeared worried when you mentioned the nurse’s name. She hesitantly tells you that the pain is gone and she feels fine. She tells you she does not need the pain medication anymore.
4) List two aspects of the scenario that describe physical health situations that are beyond your scope of support as a care worker:
Guidance: if applicable, indicate specific tasks relevant to these physical health situations that are beyond your scope of support as a care worker.
1. I cannot provide her with pain medicines as this does not a part of my job and I m not qualified for it.
2. I am not qualified to help her with cleaning her wounds as this is the responsibility of registered nurse.
5) List three possible signs of abuse and neglect from the given scenario. Indicate whether the signs you’ve listed are signs of abuse, neglect or both.
Guidance: You must include at least one example of signs of neglect, and at least one example of signs of abuse.
Signs of neglect/abuse
Neglect
Abuse
Pain in buttocks
|_|
√|_|
Deep wound
√|_|
|_|
Bed sole
√|_|
|_|
6) Following Lotus Compassionate Care’s relevant policies and procedures complete the incident report form provided below.
For the purpose of this assessment, your supervisor at Lotus Compassionate Care is your Assessor.
Guidance: take note that according to Lotus Compassionate Care’s policies, reports of abuse must be completed on the same day it was discovered.
Workplace details
Location: Australia
Supervisor: Andrew Thomas
Contact phone: 2126xxxx
Setting: Care home
Incident details
Day: Monday
Date: 22 August
Time: 10:00
Report completed by: Selena Mlafoy
Type of incident (indicate which is applicable)
|_| Personal injury
√|_| Staff
|_| Customer
|_| Child
Name of person injured:
Judith Comet
Part of Body Injured (if relevant): Shoulder
Nature of injury sustained:
|_| Abrasions, scrapes
|_| Bite
|_| Broken bone/fracture
|_| Bruise
|_| Burn
|_| Concussion
√|_| Cut
|_| Rash
|_| Sprain
|_| Swelling
|_| Other (please specify):
Approximate size/colour of injury:
8 cm
|_|Assault
|_| Staff
|_| Customer
√|_|Other:
Response to incident (indicate which is applicable)
|_| First aid treatment administered (please specify what/by whom etc.):
√|_| Medical treatment administered (please specify where/by whom etc.):Registered Nurse
|_|Assistance sought:
|_| Ambulance
|_| Police
√|_| Counsellor
Other information
Who witnessed the incident? (please use full name, details of staff’s job title where applicable, and telephone number/s):
Selena Malfoy, Care worker, Lotus Compassionate Care
NOTE: Be specific. Describe in detail what actually happened, stating the facts in a clear and precise manner. Include exact location of incident, factors involved and any other details that may be beneficial. A drawing of the centre layout, identifying where the incident occurred, would be useful.
Judith was found to e affected by sores on her shoulder. Additionally, she was suffering from buttock pain and a deep wound that was about 8 cm in depth. She wanted medicines from her carer only and not from the registered nurses who was taking care of her past two months. She was found to be withdrawn from her daily routines and remained quite most of the time.
Other information
This report was compiled by (full name, title and contact telephone):
Selena Malfoy, Care woprker
On (date/time):
22 August
This report is a true and accurate summary of the incident that occurred (please sign):
S. Malfoy
Scenario 3: Getting Back on Track
Monday, 30 November 20xx, 1:25PM
You checked the rest of the room for other soiled items that need washing. You noticed that the anti-slip mats in Judith’s bathroom are not there anymore, and water is pooling between the tiles of the shower floor.
Guidance: For the purpose of this assessment, your assessor will play the role of your supervisor
7) Identify the hazards in the given scenario. Following Lotus Compassionate Care’s relevant policies and procedures, file a hazard report using the form below:
To be completed by the person identifying the hazard
Name:
Date:
Description of hazard:
(Include area and task involved, and any equipment, tools, people involved. Use sketches if necessary)
Suggested actions:
(List any suggestions you have for reducing or eliminating the problem e.g. redesign, use of mechanical devices, training, etc.)
Report to (name):
Position:
Role Play Task 4
The aim of this role play activity is to allow you to demonstrate your skills in:
· Ensuring your client is aware of their rights and complaints procedures
You will be playing the role of a care worker working in Lotus Compassionate Care, assigned to provide care and support to Judith.
To complete this task, you will need access to:
· A video recorder
· A volunteer:
· one volunteer to play the role of Judith
After hearing Judith’s stories, and seeing her injuries, it was clear to you that she has been physically and verbally abused by registered nurse Naja. However, Judith is too frightened to let anyone know about it, or file any formal complaints.
With a volunteer (to play the role of Judith), simulate a conversation with Judith to talk about her rights and options to filing a complaint.
To ensure that the scenario provides you the opportunity to demonstrate the skills required for this task, use the following talking points in your role play:
Points of discussion to be raised by you as Judith’s direct care provider:
· Talk to Judith about her rights in a manner that will encourage and maintain her trust
· Discuss her options for filing complaints
Guidance: complaints processes may vary depending on different centre policies; for the purpose of this assessment, refer to the complaints process of Lotus Compassionate Care outlined in their Handbook:
Lotus Compassionate Care handbook
Login: learner Password: newpassword
To document your completion of this task, and to allow your assessor to evaluate your performance, you are required to submit a video recording of this role play conversation. Save your video file using the filename: Subject 1-RP4. Submit this video file along with this workbook to your Assessor.
Take note that your assessor will be evaluating you against the following criteria:
Assessor checklist
(for assessor’s use only, please leave this section blank)
1) Did the candidate provide correct information about Judith’s rights relevant to the scenario?
2) Did the candidate provide correct information about the complaints process?
3) Did the candidate speak with Judith in a manner that develops and maintains trust?
Case Study 3: Maximilian Mills
Name: Maximilian Mills
Age:85
No Care Plan is provide as it is not required for you to complete the tasks included in this Case Study.
Maximilian Mills, or Max, is new at the centre. He was placed in the centre by his second wife, Marcia. Max’s 1st wife passed away from cancer two and a half years ago. Max met Marcia, now 45 years old, a year later and got married soon after.
Max had a boating accident shortly after their wedding. He had a hip replacement surgery and is still recovering. The doctor advised that Max should still be able to walk again with proper therapy. Max remains positive and hopeful to get back on his feet so he can come home to his wife again.
Max was placed in the care of Lotus Compassionate Care after he was released from the hospital. Marcia feels Max would receive better care and support in the centre than at home with her.
Max never had any children from his first marriage. Marcia is his only remaining family.
Scenario 1: The First Visit
It has been two months since Max arrived at the centre, and Marcia has not yet visited since. One morning Marcia arrived in the centre to visit Max. She was carrying with her a basket of pastries and a file folder.
The following day, you noticed Max staring blankly out his window and looking very sad. You asked if he was okay.
Max explained that he was feeling sad because Marcia wants to sell their house in the country to move to a smaller house in the city. She says she is feeling lonely by herself in the big house and cannot take care of it on her own. Marcia told Max that if they sell their house, and move to a smaller house, they will be able to afford a private nurse so Max can stay home with her again. Marcia further suggested that if Max does not want to sell the house, Marcia will move to Darwin to live with her sister as she “simply cannot stay in that big, old house by herself anymore”.
Max does not want to sell their house. He grew up in that house. But at the same time he wants to come home with Marcia. And he does not want Marcia to move to Darwin.
Marcia will be back next week for Max’s decision, and it is putting a lot of stress on Max. You often catch him sitting quietly in a corner and staring blankly into space. There were also several times you’ve heard him talking to himself, weighing the pros and the cons of selling the house. This predicament is obviously putting a lot of emotional and psychological stress on Max.
Although Max still tries to be cheerful and funny when you are around, you see him by himself more and more often, instead of watching TV with the other residents or playing chess with his roommate, like he usually enjoys doing. This has also made his roommate, Bobby worry about him. Bobby asked if you could talk to Max about his problems.
Guidance: For the purpose of this assessment, the incident happened on 15 June 20xz at 10:42 am.
1) Looking after your client’s wellbeing is a key aspect of your role as a care giver. This includes reporting any cultural or financial issues impacting your client’s wellbeing.
Following Lotus Compassionate Care’s relevant policies and procedures, file the Elder Abuse Incident Form according to the possible abuses described in Max’s case study scenario:
Lotus Compassionate Care Forms
(Download the Abuse Incident Report Form)
Username: newusername
Password: newpassword
Save the completed form using the filename: MaxMills-IncidentReport
Answer the follow-up questions below:
a. Identify one possible risk to Max’s mental health brought about by his situation:
Max may suffer from Alzheimer’s in the coming days if he continues to take stress regarding this matter. Dementia may become evident in Max. On the other hand, if not affected by dementia, Max can suffer nervous breakdown.
b. List two examples of protective factors for mental health present in the provided scenario:
The two protective factors for mental health in the case of Max are:
1. Bobby is worried about Max’s health
2. Max tries to remain cheerful when the care worker is with him
c. List two examples of cultural or financial issues that may impact on Max’s wellbeing:
· The daily care home expense has put a pressure on Max’s wife to sell the house.
· Max is however against this idea as he has spent his childhood in that house.
Scenario 2: Back on His Feet
Max decided that he will not sell his house. Max promised himself that he will religiously follow his therapy, and will dedicate his time making sure he is able to walk again.
The doctor stressed the importance of not over-exerting his affected hip, and making sure that he follows a healthy pace during these physical therapy sessions. Max is prescribed to have his physical therapy at a maximum of an hour per session, two sessions per day, and with a minimum interval of 2 to 3 hours of rest.
During his spare time, Max is allowed to do other mild exercises as long as they do not put strain on his legs. Other than the hip surgery, Max does not have other medical conditions.
2) Looking after your client’s wellbeing is a key aspect of your role as a care giver. This also includes recognising and promoting ways to support your client’s health.
Research different ways Max can help improve his recovery other than exercising. List three different things Max can do to supplement his physical therapy and exercise regime.
Guidance: Include a brief explanation how these activities will promote the healthy functioning of the body, and support his fast recovery.
Three things Max can do to supplement his physical therapy and exercise regime
How will these activities promote healthy functioning of the body, and support his fast recovery?
Healthy diet:
A proper nutritious diet will help Max to maintain his nutrient balance in the body that can help in strengthening bones and muscular activities.
Meditation:
Max is under stress reading selling his house as per the wish of her wife. Through yoga or meditation, Max will feel calm, composed and mentally healthy.
Adequate sleep:
Sleep after a strenuous exercise can be helpful. An 8-hpour long sleep is necessary to maintain physical and mental well-being.
Workbook Checklist
When you have completed assessing this workbook, review the candidate’s assessment against the checklist below:
|_|The candidate has completed all the assessments in the workbook:
|_|Written Questions
|_|Case Study 1: Abraham Chatzkel
· Role Play Video 1: communicating with the supervisor
· Role Play Video 2: communicating with the carer
· Role Play Video 3: communicating with the client
|_|Case Study 2: Judith Comet
· Role Play Video 1: building and maintaining trust
|_| Case Study 3: Maximilian Mills
IMPORTANT REMINDER
Candidates must achieve a satisfactory result to ALL assessment tasks to be awarded COMPETENT for the units relevant to this cluster.
To award the candidate competent in the units relevant to this subject, the candidate must successfully complete all the requirements listed above according to the prescribed benchmarks.
End of Document
(
Assessment Workbook 2
)
CHC33015Certificate III in
Individual Support
Compliant Aged Care Practice
Version 3.0 Produced 28 March 2019
Copyright © 2019 Global International College. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system other than pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the prior written permission of
Global International College.
Version control & document history
Date
Summary of modifications made
Version
02 June 2016
Version 1 final produced following assessment validation.
1.0
23 August 2016
Added ‘ethical’ in Knowledge Assessment, Part 1, question 3.
1.1
16 September 2016
Modifications on the following:
· Reworded Knowledge Assessment Part 1: Question 3
· Added response field for Project 2: Self-Reflection Task 2 ‘Sources of information’
1.2
3 October 2016
Modifications on the following:
Contextualised content to individual support.
1.3
27 March 2017
Updated Intranet logins; removed Case Study 2 Question 6 Guidance
Rectified minor punctuation and spelling errors in sections: ‘The basic principles of assessing nationally recognised training’ and ‘The rules of evidence’
Added citation in ‘The basic principles of assessing nationally recognised training’
Removed Feedback Section
1.4
Table of Contents
This is an interactive table of contents.If you are viewing this document in Acrobat, clicking on a heading will transfer you to that page. If you have this document open in Word, you will need to hold down the Control key while clicking for this to work.
Instructions 4
What is competency based assessment 4
The basic principles of assessing nationally recognised training 5
The dimensions of competency 6
Reasonable Adjustment 7
The Unit of Competency 9
Assessment Requirements 10
Assessment Methods 11
Resources required for assessment 11
Assessment Workbook Cover sheet 12
Knowledge Assessment 13
Part 1: Ethical and legal requirements for direct client care 13
Part 2: Safe work practices for direct client care 31
Practical Assessment 49
Instructions to Student 49
Part 1: Case Study Assessment 49
Case Study: Anna Bentley 49
Case Study: Dennis Kyle 49
Part 2: Project Assessment 49
Project 1 – Identify legal requirements and ethical responsibilities 49
Project 2 – Self-reflection 49
Case Studies 50
Case 1: The Case of Anna Bentley 50
Scenario 1: 50
Scenario 2: 51
Scenario 3: 52
Role Play Task 54
Scenario 4: 55
Follow-up Questions 56
Case 2: The Case of Dennis Kyle 58
Scenario 1: 58
Scenario 2: 64
Role Play Task 66
Project 1: Identifying legal requirements and ethical responsibilities 67
Project 2: Self-Reflection 70
Workbook Checklist 73
Instructions
The questions in this workbook are divided into two categories: Knowledge Assessment and Practical Assessment.
The questions in the knowledge assessment are all in a short answer format. The longer questions requiring creative thought processes are covered in the practical assessment. You must answer all questions using your own words. However you may reference your learner guide to complete this assessment.
What is competency based assessment
The features of a competency based assessment system are:
· It is focused on what learners can do and whether it meets the criteria specified by industry as competency standards.
· Assessment should mirror the environment the learner will encounter in the workplace.
· Assessment criteria should be clearly stated to the learner at the beginning of the learning process.
· Assessment should be holistic. That is it aims to assess as many elements and/or units of competency as is feasible at one time.
· In competency assessment a learner receives one of only two outcomes – competent or not yet competent.
· The basis of assessment is in applying knowledge for some purpose. In a competency system, knowledge for the sake of knowledge is seen to be ineffectual unless it assists a person to perform a task to the level required in the workplace.
· The emphasis in assessment is on assessable outcomes that are clearly stated for the trainer and learner. Assessable outcomes are tied to the relevant industry competency standards where these exist. Where such competencies do not exist, the outcomes are based upon those identified in a training needs analysis.
Definition of competency
Assessment in this context can be defined as:
· The fair, valid, reliable and flexible gathering and recording of evidence to support judgement on whether competence has been achieved. Skills and knowledge (developed either in a structured learning situation, at work, or in some other context) are assessed against national standards of competence required by industry, rather than compared with the skills and knowledge of other learners.
The basic principles of assessing nationally recognised training
Developing and conducting assessment, in an Australian vocational education and training context, is founded on a number of basic conventions:
The principles of assessment
· Assessment must be valid
· Assessment must include the full range of skills and knowledge needed to demonstrate competency.
· Assessment must include the combination of knowledge and skills with their practical application.
· Assessment, where possible, must include judgements based on evidence drawn from a number of occasions and across a number of contexts.
· Assessment must be reliable
· Assessment must be reliable and must be regularly reviewed to ensure that assessors are making decisions in a consistent manner.
· Assessors must be trained in national competency standards for assessors to ensure reliability.
· Assessment must be flexible
· Assessment, where possible, must cover both the on and off-the-job components of training within a course.
· Assessment must provide for the recognition of knowledge, skills and attitudes regardless of how they have been acquired.
· Assessment must be made accessible to learners though a variety of delivery modes, so they can proceed through modularised training packages to gain competencies.
· Assessment must be fair and equitable
· Assessment must be equitable to all groups of learners.
· Assessment procedures and criteria must be made clear to all learners before assessment.
· Assessment must be mutually developed and agreed upon between assessor and the assessed.
· Assessment must be able to be challenged. Appropriate mechanisms must be made for reassessment as a result of challenge.
(Sourced and adapted from: Standards for RTOs 2015, Clauses 1.8 – 1.12)
The rules of evidence (from Training in Australia by M Tovey, D Lawlor)
When collecting evidence there are certain rules that apply to that evidence. All evidence must be valid, sufficient, authentic and current;
· Valid
· Evidence gathered should meet the requirements of the unit of competency. This evidence should match, or at least, reflect the type of performance that is to be assessed, whether it covers knowledge, skills or attitudes.
· Sufficient
· This rule relates to the amount of evidence gathered. It is imperative that enough evidence is gathered to satisfy the requirements that the learner is competent across all aspects of the unit of competency.
· Authentic
· When evidence is gathered, the assessor must be satisfied that evidence is the learner’s own work.
· Current
· This relates to the recency of the evidence and whether the evidence relates to current abilities.
The dimensions of competency
The national concept of competency includes all aspects of work performance, and not only narrow task skills. The four dimensions of competency are:
· Task skills
· Task management skills
· Contingency management skills
· Job role and environment skills
Reasonable Adjustment
Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability - November 2010 - Prepared by - Queensland VET Development Centre
Reasonable adjustment in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a learner with a disability. A reasonable adjustment can be as simple as changing classrooms to be closer to amenities, or installing a particular type of software on a computer for a person with vision impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with a disability have:
· the same learning opportunities as learners without a disability
· the same opportunity to perform and complete assessments as those without a disability.
Reasonable adjustment applied to participation in teaching, learning and assessment activities can include:
· customising resources and assessment activities within the training package or accredited course
· modifying the presentation medium learner support
· use of assistive / adaptive technologies
· making information accessible both prior to enrolment and during the course
· monitoring the adjustments to ensure learner needs continue to be met.
Assistive / Adaptive Technologies
Assistive / adaptive technology means ‘software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities’ (World Wide Web Consortium - W3C). It includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for grasping, visual alert systems, digital note takers.
IMPORTANT NOTE
Reasonable adjustment made for collecting candidate assessment evidence must not impact on the standard expected by the workplace, as expressed by the relevant Unit(s) of Competency. E.g. If the assessment was gathering evidence of the candidates competency in writing, allowing the candidate to complete the assessment verbally would not be a valid assessment method. The method of assessment used by any reasonable adjustment must still meet the competency requirements.
The Unit of Competency
The units of competency specify the standards of performance required in the workplace.
This assessment addresses the following unit(s) of competency from CHC33015 -Certificate III in Individual Support.
CHCLEG001 - Work legally and ethically
1. Identify and respond to legal requirements
2. Identify and meet ethical responsibilities
3. Contribute to workplace improvements
HLTWHS002 - Follow safe work practices for direct client care
1. Follow safe work practices for direct client care
2. Follow safe work practices for manual handling
3. Follow safe work practices for infection control
4. Contribute to safe work practices in the workplace
5. Reflect on own safe work practices
For...