SAMPLE Assessment Workbook 5...This assessment addresses the following units of competency from CHC43015 Certificate IV in Ageing Support: CHCCCS011 - Meet personal support needs 1

CHC43015 Certificate IV in

Ageing Support

Support and Empowerment of Older

People

Version 1.0 Produced 17 March 2017

Copyright © 2017 Compliant Learning Resources. 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

Compliant Learning Resources

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Assessment Workbook 5 Version No. 1.0 Produced 17 March 2017

Page 2 © Compliant Learning Resources

Version control & document history

Date Summary of modifications made Version

17 March 2017 Version 1 final produced following

assessment validation. 1.0

SAM

PLE


© Compliant Learning Resources Page 3

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.

INTRODUCTION .......................................................................... 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 UNITS OF COMPETENCY................................................ 9

CONTEXT FOR ASSESSMENT ...............................................10

ASSESSMENT REQUIREMENTS......................................................10

ASSESSMENT METHODS .............................................................. 11

RESOURCES REQUIRED FOR ASSESSMENT ...................................... 12

ASSESSMENT WORKBOOK COVERSHEET ........................................ 13

KNOWLEDGE ASSESSMENT .......................................................... 14

CASE STUDIES .......................................................................... 68

1. Mr. White ..................................................................................... 70

2. Katie Devaney .............................................................................. 74

3. Ruth’s Kosher Diet ....................................................................... 79

WORKBOOK CHECKLIST ............................................................ 86

FEEDBACK ............................................................................... 87

SAM

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INTRODUCTION

The questions in this workbook are divided into two categories: Knowledge

Assessment and Case Studies.

The questions under Knowledge Assessments are all in a short answer format.

The longer questions requiring creative and analytical thought processes are covered

in the Case Studies assessment. You must answer all questions using your

own words. However, you may reference your learner guide and other relevant

resources and learning materials to complete this assessment.

Some questions cover processes you would likely encounter in a workplace. Ideally,

you should be able to answer these questions based on the processes that are

currently in place in your workplace. If this is not the case, then answer the questions

based on processes that should be implemented in your workplace.

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.

SAM

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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

o Assessment must include the full range of skills and knowledge

needed to demonstrate competency.

o Assessment must include the combination of knowledge and skills

with their practical application.

o 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

o Assessment must be reliable and must be regularly reviewed to

ensure that assessors are making decisions in a consistent

manner.

o Assessors must be trained in national competency standards for

assessors to ensure reliability.

Assessment must be flexible

o Assessment, where possible, must cover both the on and off-the-

job components of training within a course.

o Assessment must provide for the recognition of knowledge, skills

and attitudes regardless of how they have been acquired.

o Assessment must be made accessible to learners though a variety

of delivery modes, so they can proceed through modularised

training packages to gain competencies. SAM

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o Assessment must be mutually developed and agreed upon

between assessor and the assessed.

o Assessment must be able to be challenged. Appropriate

mechanisms must be made for reassessment as a result of

challenge.

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

o 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

o 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

o When evidence is gathered, the assessor must be satisfied that

evidence is the learner’s own work.

Current

o 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 or role environment skills SAM

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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.

SAM

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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 Units

of Competency. For example, if the assessment was gathering evidence of the

candidate’s 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.

SAM

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THE UNITS OF COMPETENCY

The units of competency specify the standards of performance required in the workplace.

This assessment addresses the following units of competency from CHC43015 Certificate IV in Ageing Support:

CHCCCS011 - Meet personal support needs

1. Determine personal support requirements 2. Maximise participation 3. Provide personal support 4. Complete reporting and documentation

CHCAGE001 – Facilitate the empowerment of older people

1. Develop relationships with older people 2. Provide services to older people 3. Support rights of older people 4. Promote health and re-ablement of older people

CHCAGE005 - Provide support to people living with dementia

1. Prepare to provide support to those affected by dementia 2. Use appropriate communication strategies 3. Provide activities for maintenance of dignity, skills and health 4. Implement strategies which minimise the impact of behaviours of concern 5. Complete documentation 6. Implement self-care strategies

For complete copies of the above units of competency:

Download them from the TGA website: www.training.gov.au

SAM

PLE

https://training.gov.au/



CONTEXT FOR ASSESSMENT

To complete the assessments in this workbook, candidates need to have access to their learning materials and the internet. The written questions and project may be completed wholly at the student’s home or chosen place of study.

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:

Performance Evidence - describes the subtasks that make up the element of

the unit

Knowledge Evidence - describes the knowledge that must be applied in

understanding the tasks described in the elements

Assessment Conditions - describes the environment and conditions that

assessments must be conducted under

The associated assessment tool in this kit covers all of these components as detailed

in the matrix to follow:

Units of competency

Assessment Activities

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Written Questions

Case Studies

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ASSESSMENT METHODS

There are eleven (11) Assessment Workbooks for the course. Nine (9) of which are

Theory Workbooks, one (1) is the First Aid Workbook, and one (1) is the Skills

Workbook. This is Workbook 5.

Theory Workbooks

The Theory Workbooks use the following assessment methods:

1. Knowledge Assessment – A set of generic and workplace questions testing

the student’s general knowledge and understanding of the general theory

behind the unit.

2. Case Studies – Detailed scenarios and simulated environments providing all

necessary information required to complete relevant tasks and activities.

Workbook 1 – Support independence and wellbeing

Workbook 3 – Manage Aged Care Compliance

Workbook 4 – Work in health and community sector

Workbook 5 – Support and empowerment of older people

Workbook 6 – Deliver care services using a palliative approach

Workbook 7 – Facilitate the empowerment of people with disability

Workbook 8 – Support relationships with carers and families

Workbook 9 – Plan and Deliver Service to Clients

Workbook 10 – Develop and maintain networks and collaborative

partnerships

First Aid Workbook

The First Aid Workbook contains guidance for you in submitting your requirement in

the unit HLTAID003 Provide First Aid. Refer to Workbook 2 – First Aid for this

assessment.

SAM

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Skills Workbook

The Skills Workbook contains the practical assessment which covers all units of

competency of CHC43015 Certificate IV in Ageing Support. These practical

assessment activities will be completed during the course of your Vocational

Placement.

You should not commence with the Skills Workbook until you have

completed the first nine (9) workbooks and have received feedback from

your Assessor.

The assessment method used in the Skills Workbook includes:

1. Practical Assessment – a set of tasks or activities completed according to set

instructions and guidelines to meet the requirements of the relevant units.

These tasks and activities require you to have access to a workplace.

The skills workbook in this course is:

- Workbook 11 – Skills Workbook

RESOURCES REQUIRED FOR ASSESSMENT

To complete the assessments in this workbook, the candidate will need access to:

Computer with internet access, Microsoft Word, Adobe Acrobat Reader

Access to email

Video recorder

Volunteer to play role of a client (see Case Study 2: Katie Devaney)

Walking stick

Any type of passenger vehicle that a care client would use (e.g. minivan, sedan,

etc.)

A safe environment to simulate a vehicle transfer scenario (see Case Study 2:

Katie Devaney)

SAM

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ASSESSMENT WORKBOOK COVERSHEET

WORKBOOK: Workbook 5

TITLE: Support and Empowerment of Older People

FIRST AND SURNAME:

PHONE:

EMAIL:

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 : Signature: Date:

SAM

PLE



KNOWLEDGE ASSESSMENT

Quiz #1: Meeting personal support needs

1. Which of the following are different contexts for providing personal support

relevant to aged care?

Guidance: There are three (3) correct answers.

a. Adult education

b. Residential Aged care

c. People coming from different cultural and social backgrounds.

d. Home and Community Care

e. Community care

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2. The following statements are potential impacts of the way individual support

services are provided to clients.

On the space provided, write T if the statement is True and F if it is False.

a. Client will become too dependent on the individual support worker if independence is not supported.

b. Clients will gradually withdraw from society, family, and friends if not encouraged and supported to develop and maintain social networks.

c. Client may feel humiliated and disempowered as they could no longer

perform basic tasks without the help of the individual support worker if their rights of choice, privacy and dignity are not upheld.

d. Clients can be empowered through informed decision making and support as per their care plan.

e. If clients and family members are not respected for their individualised needs, such as culture belief in family should only care for family members, then lack of understanding may lead to them feelings of ashamed and embarrassed.

SAM

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3. Individual support workers may take different roles in the aged care setting.

Which of the following are examples of these roles?

Guidance: There are four (4) correct answers.

a. Registered nurse

b. Personal care assistant

c. Medical laboratory assistant

d. Assistant in nursing

e. Home care worker

f. Residential care officer

4. Which of the following are responsibilities of individual support workers?


a. Diagnose medical and psychological conditions of clients.

b. Follow work health and safety policy and procedures.

c. Prescribe and give medication and injection.

d. Facilitate clients’ healthy meal preparation and choice.

e. Help clients with personal care such as eating and showering.

f. Trim the clients’ fingernails.

g. Follow the client individualised plan and report client’s changes in

preference and condition.

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5. The following statements refer to concepts of enablement and re-ablement.

On the space provided, write E if the statement refers to a concept of

enablement and R if the statement refers to a concept of re-ablement.

a. It involves ‘doing with’ rather than ‘doing for’ the person to develop and promote autonomy and independence.

b. It focuses more on restoring independent functioning rather than resolving health care issues.

c. The more you do for a person the more you deprive them of their autonomy and independence.

d. It focuses on what support the person needs to achieve their goals.

e. It involves learning and relearning the skills necessary for daily living.

SAM

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6. Individual support workers must follow relevant legal and ethical

requirements for privacy, confidentiality, and disclosure. Which of the

following scenarios demonstrate compliance to these requirements?


a. Client information and records are kept safe and not left unattended for anyone to see.

b. Privacy, confidentiality, and disclosure are included in the organisation’s policies and procedures.

c. Personal care support provider tells their colleagues about an

embarrassing thing a client just did.

d. Client information and records may be disclosed if the client has

consented and or it is required or authorised by law.

e. Personal care support provider ignores their clients when they display

difficult or uncooperative behaviour.

f. All personal care support providers must take reasonable steps to

ensure client information and records are protected against misuse, loss, unauthorised access, modification or disclosure.

g. Personal care support provider imitates the grumpy behaviours of their clients to let them know how it feels without reprimanding them.

SAM

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7. Individual support workers have the duty of care to perform in the

organisation and individual practice. Which of the following scenarios

demonstrate this?


a. Personal support workers must strive to do as much of the activities for their clients as possible, to prevent accidents.

b. Personal support workers follow organisational procedures for reporting breaches to duty of care.

c. Breaches to duty of care are reported only internally within the organisation and never externally to protect client’s privacy.

d. Personal support workers comply with relevant Standards outlined in

the Aged Care Act 1997 and Quality of Care Principles at all times.

e. Organisational policies and procedures are based on the duty of care of

personal care support providers.

f. Personal support workers prioritise what the client wants over the legal

requirements and procedures.

g. Personal care support providers are held accountable for the services

they provide and face consequences and sanctions if they fail to meet their duty of care.

SAM

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8. Individual support workers must follow legal and ethical requirements for

work health and safety including manual handling. Which of the following

scenarios demonstrate this?


a. All personnel in the residential care and home care settings have duty of care in relation to work health and safety to perform.

b. Personal care support providers can push their clients to the limit, to encourage independence.

c. Residential and home care environments are inspected to check whether manual handling procedures and equipment are appropriate.

d. Personal care support providers report hazards and risks only when

they become an incident.

e. Personal care support providers need not change anything in the

client’s home environment – regardless of potential risk – because the client is used to it.

f. Legal requirements for work health and safety including manual

handling are incorporated into the organisation’s policy and procedures.

g. Individual support workers follow prescribed procedures for

transferring people safely, which involves lifting, pushing, pulling, carrying, and holding.

SAM

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9. Which of the following are good practices of body hygiene, grooming, and oral

hygiene when providing personal care support and assisting clients?

Guidance: There are five (5) correct answers.

a. Use client’s personal toiletries and personal towel or bathrobe.

b. Cover nose and mouth with a tissue or hand when coughing or

sneezing.

c. Regularly cut clients’ hair short.

d. Keep toenails and fingernails neatly trimmed and smooth to prevent

injuries to skin.

e. Use mirror when shaving and clean and store razor and shaving items

after use.

f. Borrow others’ comb or brush.

g. Brush teeth at least twice a day, or as per the client’s care plan.

h. Wash, rinse, and dry each body part to prevent chilling and exposure

and to maintain healthy skin.

SAM

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10. The following are the different human body systems that carry out specific

functions necessary for everyday living. Match each system to its function.

a. Endocrine system

b. Immune system

c. Muscular system

d. Nervous system

e. Urinary system

Match each system to its function. Write the letter of your answer in the

spaces provided.

i. It helps eliminate waste products from the body. The

system is composed of the kidneys, two ureters, the bladder, and the urethra.

ii. It consists of glands that secrete hormones into the blood.

These hormones travel to different tissues and regulate bodily functions such as metabolism, growth.

iii. It is the body’s defence against viruses, bacteria, and other pathogens that may harm the body. It is composed of the lymph nodes, the spleen, bone marrow, and white blood cells.

iv. The system sends signals to different parts of the body and is responsible for both voluntary action, such as walking and talking, and involuntary actions such as breathing.

v. It aids in movement, blood flow, and other bodily functions.

SAM

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11. Match the correct equipment, aids and devices described with the features and

functions listed below.

a. Continence aid

b. Hearing aid

c. Lifting aid

d. Wheelchair

Write the letter of your answer in the spaces provided.

i. It is designed to assist in transferring the person. Structure varies from equipment to equipment, but it typically uses hooks, slings, pads, and wheels to ensure person is comfortably and safely transferred.

ii. It is a device that has a microphone, amplifier, and a speaker. It is worn in or behind the ear and it makes sounds louder to help the person listen and communicate better.

iii. A mobile chair used for transporting a client in a sitting

or upright position.

iv. They are used to help manage bladder or bowel control problems. They include absorbent pads, brief, and pants, absorbent bed sheets and chair covers, and toileting aids.

12. Which of the following show correct and safe use of wheelchairs?

Guidance: There are three (3) correct answers.

a. Ensure there is adequate space when manoeuvring wheelchairs.

b. Ensure that the brakes are on before the client sits in the wheelchair.

c. Check and inspect wheelchair’s brakes, arm rest, leg rest, and wheels

before use.

d. Ensure that user’s clothing, scarves, parts of the body, breathing and

feeding tubes will not become entangled with the wheelchair.

a. When using indoor wheelchairs, avoid loose stone, sand, or dirt paths.

SAM

PLE



Researching on Dementia

Guidance for completing this template

Title of article: List the title of the article here. Include the author if this information is available.

Date of publication: List the date of when the article was published. It must be recent and must not be more than five (5) years old.

Link to the webpage where you found the information:

Provide the specific link to the webpage where you found the information, example: www.dementiaresearch.com.au/alzheimers-disease-research-2016

Summary of content found:

Guidance:

Do not copy-paste information online.

In your own words, summary of the content you found. The summary must be between 100 – 150 words and must include at least one (1) of the following:

a. Current prevention or treatment options;

b. Information about current research being done; or

c. Significant findings of current research.

Alzheimer’s Disease

Title of article:

Date of publication:



Vascular Dementia or Multi-infarct Dementia

Title of article:



SAM

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Lewy Bodies

Title of article:




Korsakoff Syndrome

Title of article:




Fronto temporal lobar degeneration (FLTD) including Pick’s disease

Title of article:



SAM

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Huntington’s Disease

Title of article:




Parkinson’s Disease

Title of article:




Younger Onset Dementia

Title of article:



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6. Phases of dementia. Describe the features of the different phases of dementia by

listing signs and symptoms typically observed in each stage. List at least three of

these signs and symptoms for each stage.

Early Dementia

a.

b.

c.

Moderate

Dementia

a.

b.

c.

SAM

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Advanced

Dementia

a.

b.

c.

SAM

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CASE STUDIES

Instructions to Student

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. You will be expected to encounter similar situations to these in

the future as you work in the residential care and home and community care settings.

In real life, aged care workers in both the residential care and home and community care

settings will be required to meet personal needs of their clients, facilitate their

empowerment, and provide support to people living with dementia, as well as encounter

problems and issues along the way. This assessment will allow you to demonstrate your

problem solving skills in such situations.

SAM

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Introduction to Case Study

For this part of the assessment, you will be taking the role of aged care worker at the

Residential Care of Lotus Compassionate Care.

Lotus Compassionate Care is an organisation that provides services in disability

support, home and community support, and residential care.

You can find out more about Lotus Compassionate Care by visiting their website. Click

on their logo below to access the site:

(username: password: )

As per your role as an aged care worker, you directly report to Rachel Allcot, the

Manager at Residential Care.

This assessment contains a number of tasks that you need to complete based on the

given scenarios. You are required to complete ALL tasks included in this case study.

To complete these tasks, you will need to access and review the following documents:

Lotus Compassionate Care Handbook

Lotus Compassionate Care Organisational Chart

Universal Declaration of Human Rights


SAM

PLE

http://compliantlearningresources.com.au/network/lotus/files/2015/01/Lotus-Compassionate-Care-Handbook-v1.1.pdf

http://compliantlearningresources.com.au/network/lotus/files/2012/12/Lotus-Organisation-Chart.pdf

http://compliantlearningresources.com.au/network/lotus/wp-admin/post.php?post=586&action=edit

http://compliantlearningresources.com.au/network/lotus/



1. Mr. White

Friday, 25th November 2016, 07:00 PM

Mr. Thomas White is a 75 year old resident at Lotus Compassionate Care, staying at

Room 3-1C. He has been diagnosed with Parkinson’s disease and has been having

arthritis flares. He requires support from others in meeting his personal care needs.

When you arrived this morning, you introduced yourself and explained why you were there.

“Good morning, Mr. White. How are you this morning?” you greeted Mr. White.

“Look. I am so clumsy, I spilt water on my pants.” he said as he pointed to his trousers. As he was saying this, you just listened and reassured him.

While you were assisting him with his shower, he kept telling you in a loud voice, “Stop fussing over me!”

Then he threw the washer on the shower floor.

“Are you okay Mr. White?” you asked him.

“My hip is sore. This arthritis!” he responded irritably. You reassured him.

Mr. White had always been pleasant towards you. He always spoke in a calm manner

and was always polite. However, he is not quite himself today, and he took longer than

usual to finish his shower this morning.

SAM

PLE



1. You have finished assisting Mr. White with his morning routine. As you got out of

his room, Isabelle, a colleague of yours, greeted you and said:

“I can’t help but overhearing you and Mr. My-Hip-is-Sore. Complaining

again, huh? I bet he’s just making that up to get more attention.”

What would be the appropriate response to Isabelle?

Guidance: Select the two (2) best answers.

a. “I should report you to our supervisor.”

b. Disagree with Isabelle and defend Mr. White’s condition. Warn Isabelle that if she does not stop with her mean comments about Mr. White, you will report her for verbal abuse.

c. Agree with Isabelle to avoid further discussion. If she comments rudely

about Mr. White again, report her to your supervisor.

d. Explain to Isabelle that Mr. White has said he has arthritis pain, and it is

our responsibility to report this to the supervisor.

e. “Mr. White has a right to express his needs, and we have a legal

responsibility to assist him to meet these needs.”

SAM

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2. Write a Progress Report (composed of 50 – 150 words) on Mr. White based on

the given scenario. Ensure that you follow Lotus Compassionate Care’s

Policy and Procedures for Progress Reporting.


Requirements for storing information:

You must write your Progress Report using this template.

Save your document following organisation’s naming convention:

[client name].[initial of surname]-[room umber] (dd-mm-yy)

For example: A progress report logged 22 May 2019 for patient William Smith of Room

5-2B will have the filename: William.S-5-2B (22-05-19)

The document must be filed and submitted on the same day it was logged.

3. Write an email to Rachel Allcot, your supervisor, detailing your observations on

Mr. White. Ensure that you follow Lotus Compassionate Care’s Policy and

Procedures for Progress Reporting.


Your email must include:

Behaviour/s of concern observed with Mr. White

Potential triggers of identified behaviour/s of concern

Recommendation how to minimise or eliminate the identified trigger/s

Guidance: identify changes in Mr. White’s physical health or personal support

requirements that may be contributing to the triggers of observed behaviour/s

of concern.

Write your email with other pertinent details in the spaces provided.

Note: The objective of this task is to demonstrate your ability to

contribute to discussions on support planning for patients

demonstrating behaviours of concern. Share your ideas using the

email template provided; you do not need to send an actual email.

SAM

PLE



http://compliantlearningresources.com.au/network/lotus/files/2016/05/Lotus-Compassionate-Care-Progress-Report-Template.docx





To Rachel Allcot <[email protected]>

From Your email address

Subject

Message

SAM

PLE



2. Katie Devaney

Katie is a resident at Lotus Compassionate Care.

Throughout her adult life, she has been involved in

the local volunteers association and different fund

raising activities. She always enjoyed talking with

people.

Katie has been diagnosed with Alzheimer’s disease

some years ago. This is the reason why she moved

to Lotus Compassionate Care.

Katie is very social and enjoys doing different

activities where she can maintain friendships and

socialise with other residents at Lotus. These

activities are very important to her; however, she

sometimes forgets when they are planned to take

place.

Access and review over Katie’s Care Plan, and answer the following questions.


1. Review Katie’s care plan. Briefly describe your role in the following aspects of her

care and support needs:

a) Cultural and Spiritual Needs

b) Social and Recreation Needs

c) Personal Hygiene Needs

d) Sensory Needs

e) Nutrition and Hydration Needs

a. Cultural and Spiritual Needs

b. Social and Recreation Needs

SAM

PLE

http://compliantlearningresources.com.au/network/lotus/files/2015/01/Katie-Devaney-Care-Plan.pdf



c. Personal Hygiene Needs

d. Sensory Needs

e. Nutrition and Hydration Needs

2. List all the relevant equipment, processes and aids that are required to help Katie

achieve the goals outlined in her Care Plan.

a. Equipment

b. Processes

c. Aids

SA

MPL

E



3. Identify two (2) situations where you cannot provide support and that will need

the help of other personnel instead and identify the personnel who can assist for

each situation. Complete the table below.

Situations or scenarios that are outside of your own role

(You must list two (2))

Who can help?

a.

b.

SAM

PLE



4. When traveling by car, Katie needs help to enter and alight the vehicle.

Take a video of yourself helping Katie get in and out of a car. To complete this task, you

will need access to:

- A video recorder

- A volunteer to play the role of Katie

- A cane/walking stick to be used by Katie

- Any type of passenger vehicle typically used by care clients (e.g. minivan,

sedan, etc.)

- A safe environment to simulate the scenario (i.e. a vacant lot)

You will be required to submit four (4) video clips to demonstrate your completion of

the skill requirements included in this activity. The objective of this role play activity is

to demonstrate your skills in performing the following tasks correctly:

- Following correct manual handling procedures in assisting a client get in

and out of the car

- Following correct manual handling procedures in assisting a client recover

from a fall

- Support the client in using relevant aids and equipment

- Recognise and respond appropriately to situations of risk or potential risk

- Use oral communication skills to maintain positive and respectful

relationships

- Employ flexible, adaptable and person-centred approaches to empower

client

To be able to demonstrate all these requirements, you are required to submit one video

clip for each of the scenarios described below:

Scenario 1: assisting client use relevant aids

- Wash hands before contact with the client. You may also use a hand

sanitiser.

- Have ‘Katie’ start from a sitting position, without her glasses on.

- Assist ‘Katie’ wear her glasses (see Katie’s care plan for additional relevant

instructions)

- Assist ‘Katie’ to stand and use her walking stick.

Scenario 2: fall recovery

- Simulate ‘Katie’ falling

- Assist ‘Katie’ get back on her feet using correct manual handling

procedures SAM

PLE



- Assist ‘Katie’ to stand and use her walking stick. For assessment purposes,

state in the video which leg is ‘Katie’s’ weak leg.

- https://www.youtube.com/watch?v=AhsCqUKuuhg

- As Katie gets on her feet, she apologises to you for being so clumsy.

- The video must demonstrate you using appropriate communication

strategies to help “Katie” recognise the impact that age has on her

activities.

Scenario 3: getting in the car

- Guide ‘Katie’ to the car

- Assist ‘Katie’ get on the vehicle; the video must show you assisting ‘Katie’

until you have safely closed the car door for her.

- Respond to potential risks in the environment (e.g. clearing the path for

‘Katie’, assisting her put the seatbelts on, adjusting seat position, heat/air

conditioning, etc.)

Scenario 4: getting out of the car

- Assist ‘Katie’ get off the vehicle; the video must show you assisting ‘Katie’

until she is on her feet and walking away from the vehicle.

- Respond to potential risks in the environment

Video submission:

The length of each video clip must not exceed five (5) minutes.

Save the video clips using the following filenames:

Scenario 1 Support Aids Video Clip-1

Scenario 2 Fall Recovery Video Clip-2

Scenario 3 Enter Car Video Clip-3

Scenario 4 Exit Car Video Clip-4

Submit the video files along with the answered workbook.

SAM

PLE

https://www.youtube.com/watch?v=AhsCqUKuuhg



3. Ruth’s Kosher Diet

Ruth is a very religious woman of the Jewish faith and lives at home with her family.

She was a keen cook and followed her faith’s rules on food preparation and

presentation. She strictly followed the Kosher dietary rules and regulations. Ruth has

been diagnosed with LBD and is not able to prepare her own food. She can feed

herself if the larger items are cut into smaller bite sized proportions. When applying

for a bed in residential care, Ruth and her family were told that the facility had

employed a Kosher trained chef who would be able to provide for all her

requirements.

A few months after moving in, the chef left the

facility and Ruth was advised that he had left all

the documentation needed for the temporary chef

to follow, until a new Kosher trained chef was

employed.

At first, Ruth did not notice any changes in her

diet; but in the last couple of days, there have

been instances of her receiving incorrect meals.

The presentation of a meal had a milky sauce on

her meat and a glass of milk placed on her table

with her meal. One night, she was given a dish

which contained prawns.

Ruth has overheard staff making remarks such as, “Here she goes again. ‘Take the

milk off my table.’” and “Boy! Talk about ungrateful; fresh prawns and she doesn’t

want them.”

You have often cared for Ruth and have shown an interest in her religion by listening

to her explain about the Kosher rules and regulations. You know that people of the

Jewish faith may eat certain types of meat, such as cattle and lamb, but not pig and

prawns. It is also strictly forbidden to have meat and milk combined in a dish and

that the two must not be eaten at the same time.

Ruth has decided to lodge a complaint and asked you for advice. She feels the reason

she and her family decided she stay at the facility was the promise of helping her cope

with her condition while being able to enjoy her spirituality.

To complete the succeeding tasks, read Lotus Compassionate Care Handbook.

(username: password:

SAM

PLE




1. Access and review the Universal Declaration of Human Rights.


Which human right was breached in the case study scenario?

a. Article 12

b. Article 16

c. Article 11

d. Article 4

e. Article 25

2. Access and review the following resources:

Charter of Care Recipients' Rights and Responsibilities - Home Care

Charter of Care Recipients' Rights and Responsibilities – Residential Care

List two (2) rights of the client that were breached in the scenario.

a.

b.

SAM

PLE

http://compliantlearningresources.com.au/network/lotus/files/2016/04/Universal-Declaration-of-Human-Rights.pdf

https://www.dss.gov.au/sites/default/files/documents/02_2016/charter_of_care_recipients_rights_responsibilities_home_care_english.pdf

https://www.dss.gov.au/sites/default/files/documents/02_2016/charter_of_care_recipients_rights_responsibilities_-_residential_care_english.pdf



3. Does the scenario provided above show Ruth is abused and or neglected?

a. Explain your reasoning in 25 – 100 words.

b. If your answer is yes, specify whether it is financial, physical, or emotional

abuse/neglect.

SAM

PLE



WORKBOOK CHECKLIST

When you have completed assessing the assessment workbook, review the candidate’s

assessment against the checklist below:

Written Questions

Part 1 – Meeting personal support needs

Part 2 – Empowering older people

Part 3 – Supporting people living with dementia

Case Study

1. Mr. White

2. Katie Devaney

3. Ruth’s Kosher Diet

IMPORTANT REMINDER

Candidates must achieve a satisfactory result to ALL assessment tasks to

be awarded COMPETENT for the unit relevant to this subject.

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.

SAM

PLE



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SAM

PLE

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Documents

SAMPLE Assessment Workbook 5...This assessment addresses the following units of competency from CHC43015 Certificate IV in Ageing Support: CHCCCS011 - Meet personal support needs 1