chc43015 certificate iv in ageing support€¦ · web consortium - w3c). it includes screen...

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

As

se

ss

or

Gu

ide

5

SAM

PLE

Assessor Guide 5 Version No. 1.0 Produced 17 March 2017

© 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



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

INSTRUCTIONS TO ASSESSOR ....................................................... 13

INSTRUCTIONS TO STUDENT ........................................................ 14

ASSESSMENT WORKBOOK COVERSHEET ........................................ 15

KNOWLEDGE ASSESSMENT .......................................................... 16

Quiz #1: Meeting personal support needs ................................................................ 16 Quiz #2: Facilitating the empowerment of older people ......................................... 33 Quiz #3: Providing support to people living with dementia .................................... 48 Written Questions ..................................................................................................... 67

CASE STUDY ............................................................................ 76

1. Mr. White ............................................................................................................ 78

2. Katie Devaney ..................................................................................................... 83

3. Ruth’s Kosher Diet .............................................................................................90

WORKBOOK CHECKLIST ............................................................ 99

FEEDBACK ............................................................................. 100

SAM

PLE



INTRODUCTION

Assessment is a difficult process – we understand this and have developed a range of

assessment kits, such as this, to facilitate a painless process for both the assessor and

the learner being assessed.

There are a number of characteristics of assessment, ranging from subjective

assessment (which is based on opinions and feelings), to objective assessment (which

is based clearly on defined processes and specific standards). Nearly all assessment

involves a mixture of both types of assessment because it is almost impossible to

eradicate the subjectivity humans carry into the process of assessing. The goal in

developing and implementing these assessment kits is to work towards the objective

end as far as possible and to reduce the degree of opinions and feelings present.

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

PLE



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

PLE



Assessment must be fair and equitable

o Assessment must be equitable to all groups of learners.

o Assessment procedures and criteria must be made clear to all

learners before assessment.

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

PLE



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

PLE



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.

SAM

PLE



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 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:

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

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

detailed in the matrix to follow:

Units of

competency

Assessment Activities

CH

CC

CS

011

CH

CA

GE

00

1

CH

CA

GE

00

5

Written Questions

Case Studies

SAM

PLE



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

PLE



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

PLE



INSTRUCTIONS TO ASSESSOR

This is a compulsory assessment to be completed by all students. This assessment tests the student’s ability to understand the underpinning generic knowledge related to the units of competency.

Reasonable adjustment applies here and while the majority of students will complete this assessment as a written assessment, verbal assessment may be an option for those who need it. Assessor must use the response guide as the principal marking tool unless reasonable adjustment is demonstrated.

The assessor guide provides model answers to all the questions, setting out which key responses must be included as well as indicating where flexibility is acceptable.

Where there are a number of responses required, this is specified to avoid ambiguity.

In these cases, the model answer will provide a list of possible answers. For instance,

if a question requires the student to list three (3) examples, then their response must

include three of the items listed in the model answer.

Note to assessors: Contact details are requested from observers in the feedback

forms in case you will have to call them to verify content of the feedback forms.

IMPORTANT REMINDER

Candidates must achieve a satisfactory result to ALL assessment tasks to be

awarded COMPETENT for the units relevant to this cluster.

SAM

PLE



INSTRUCTIONS TO STUDENT

The questions in this workbook are divided into two categories.

The Knowledge Assessment covers generic underpinning knowledge of basic terms

and concepts relating to the relevant units of competency. These questions are all in a

short answer format. The longer questions requiring creative 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 online

or hard copy resources to complete this assessment.

Some questions cover processes you would be likely to 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. However, if you do not currently have access to a

workplace, then answer the questions based on processes that should be implemented

in a typical workplace setting.

SAM

PLE



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.

Mapping: CHCCCS011 KE1.0 (p)

a. Adult education

b. Residential Aged care

c. People coming from different cultural and social backgrounds.

d. Home and Community Care

e. Community care

SAM

PLE



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.


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

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

T 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.

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

T

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

PLE



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

SAM

PLE



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.

SAM

PLE



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.

Mapping:

CHCCCS011 KE3.0

CHCAGE001 KE3.7 (p)

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

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

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

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

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

SAM

PLE



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?


Mapping: CHCCCS011 KE4.1

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

PLE



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

PLE



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

PLE



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.

Mapping: CHCCCS011 KE5.1, KE5.2, KE5.3

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

PLE



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

functions necessary for everyday living.

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.


e i. It helps eliminate waste products from the body. The system is composed of the kidneys, two ureters, the bladder, and the urethra.

a 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.

b 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.

d 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.

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

SAM

PLE



11. Match the correct equipment, aids and devices 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.


c

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.

b

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.

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

position.

a

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.

SAM

PLE


Page 70 © Compliant Learning Resources

Mapping: CHCAGE005 KE1.1 (p), KE 1.2 (p), KE1.3 (p), KE1.4 (p), KE1.5 (p), KE1.6 (p), KE1.7 (p),

KE1.8 (p)

Marking guide

Candidate must research up-to-date information about the different forms of dementia

online and must complete the Research Template below. Specific guidance for assessing

candidate’s responses is provided within the template.

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: Candidate must provide the title of the article, and author

if this information is available.

Date of publication:

Candidate must provide the date of when the article was

published. The date here must be recent and must not be more than

five (5) years old.


Candidate must provide the specific link to the

information where they found the information.


Marking guide

Candidate must provide a summary of an article about Alzheimer’s Disease. The summary must be between 100 – 150 words and must include at least one (1) of the following:




SAM

PLE


© Compliant Learning Resources Page 71

Vascular Dementia or Multi-infarct Dementia






five (5) years old.





Marking guide

Candidate must provide a summary of an article about Vascular Dementia or Multi-infarct Dementia. The summary must be between 100 – 150 words and must include at least one (1) of the following:




Lewy Bodies






five (5) years old.





Marking guide

Candidate must provide a summary of an article about Lewy Bodies. The summary must be between 100 – 150 words and must include at least one (1) of the following:




Korsakoff Syndrome






five (5) years old.



information where they found the information. SAM

PLE




Marking guide

Candidate must provide a summary of an article about Korsakoff Syndrome. The summary must be between 100 – 150 words and must include at least one (1) of the following:




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






five (5) years old.





Marking guide

Candidate must provide a summary of an article about Fronto temporal lobar degeneration (FLTD) including Pick’s disease. The summary must be between 100 – 150 words and must include at least one (1) of the following:




Huntington’s Disease






five (5) years old.





Marking guide

Candidate must provide a summary of an article about Huntington’s Disease. The summary must be between 100 – 150 words and must include at least one (1) of the following:




SAM

PLE



Parkinson’s Disease






five (5) years old.





Marking guide

Candidate must provide a summary of an article about Parkinson’s Disease. The summary must be between 100 – 150 words and must include at least one (1) of the following:




Younger Onset Dementia






five (5) years old.





Marking guide

Candidate must provide a summary of an article about Younger Onset Dementia. The summary must be between 100 – 150 words and must include at least one (1) of the following:




SAM

PLE



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.

Mapping: CHCAGE005 KE5.1 (p), KE5.2 (p), KE5.3 (p), KE5.4 (p), KE5.5 (p), KE5.6 (p), KE5.7 (p),

KE5.8 (p), KE5.9 (p)

Early Dementia

Often this phase is only apparent in hindsight. At the time it may be missed, or put

down to old age, or overwork. The onset of dementia is usually very gradual, and it

is often impossible to identify the exact time it began. The person may:

Appear more apathetic, with less sparkle

Lose interest in hobbies and activities

Be unwilling to try new things

Be unable to adapt to change

Show poor judgement and make poor decisions

Be slower to grasp complex ideas and take longer with routine jobs

Blame others for “stealing” lost items

Become more self-centred and less concerned with others and their feelings

Become more forgetful of details of recent events

Be more likely to repeat themselves or lose the thread of their conversation

Be more irritable or upset if they fail at something

Have difficulty handling money.

Source: fightdementia.org.au

Moderate

Dementia

At this stage the problems are more apparent and disabling. The person may:

Be more forgetful of recent events. Memory for the distant past generally seems

better, but some details may be forgotten or confused

Be confused regarding time and place

Become lost if away from familiar surroundings

Forget names of family or friends, or confuse one family member with another

Forget saucepans and kettles on the stove. May leave gas unlit

Wander around streets, perhaps at night, sometimes becoming lost

Behave inappropriately, for example going outdoors in nightwear

See or hear things that are not there

Become very repetitive

Be neglectful of hygiene or eating

Become angry, upset or distressed through frustration.


SAM

PLE



Advanced

Dementia

At this third and final stage, the person is severely disabled and needs total care. The

person may:

Be unable to remember occurrences for even a few minutes, for instance

forgetting that they have just had a meal

Lose their ability to understand or use speech

Be incontinent

Show no recognition of friends and family

Need help with eating, washing, bathing, toileting and dressing

Fail to recognise everyday objects

Be disturbed at night

Be restless, perhaps looking for a long-dead relative

Be aggressive, especially when feeling threatened or closed in

Have difficulty walking, eventually perhaps becoming confined to a wheelchair

Have uncontrolled movements. Immobility will become permanent, and in the

final weeks or months the person will be bedridden.


SAM

PLE



CASE STUDIES

Instructions to Assessor

This assessment supports the industry requirement of supporting and empowering older

people in the aged care setting. 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 demonstrate

the candidate’s problem solving abilities in such situations.

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

PLE



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.

Mapping: CHCCCS011 PC3.6 (p)

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

PLE



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.

Mapping:

CHCCCS011 PC4.1 (p), PC4.2, PC4.3

CHCAGE005 PC5.2 (p)

Marking guide

The candidate must submit a progress report with the filename:

- Thomas.W-3-1C (dd-mm-yy)

Date on the filename must be the same date on the document and the same date the

document was submitted for assessment

Candidates progress report must be between 50 – 150 words and must follow Lotus

Compassionate Care’s Policy and Procedures for Reporting:

- Date, sign, and candidate’s print name must be written in all entries.

- Put a line through any errors, date and sign.

- Use blue or black ink.

- Only use approved abbreviation.

- Writing must be legible.

- Entries must be objective, and write clients’ direct words with quotation marks.

- Entries must be factual, accurate, and in a logical order.

- After the entry, draw a line through to the end of the page.

Wording may vary, but the candidate must only include details from the given scenario. Candidate cannot add details that are not found in the case study scenario.

SAM

PLE



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



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.

Mapping:

CHCCCS011 PC3.4, PC4.1 (p)

CHCAGE005 PC4.2, PC5.1 (p)

To Rachel Allcot <[email protected]>

From Your email address Candidate’s email address

Subject Any appropriate subject heading

SAM

PLE





Message

Marking guide

Candidate must write an email to Rachel Allcot detailing their

observations on Mr. White. Wording may vary but candidate’s email

must include:

Behaviour/s of concern observed with Mr. White:

- Change in behaviour (Mr. White has always been pleasant

towards you, but has become irritable)

- Indications of physical struggle: He took longer than

usual to finish his shower; he spilt his drink on his

trousers; he complains about his arthritis

Potential triggers of identified behaviour/s of concern:

- Pain/discomfort caused by his arthritis

Recommendation how to minimise or eliminate the identified

trigger/s:

- Refer to health worker (physician)

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

SAM

PLE

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



Mapping:

CHCCCS011 PC1.1 (p) , PC1.4, PC1.5

CHCAGE005 PC1.2

Marking guide Wording may vary but must be consistent with the sample answers provided below:

a) Cultural and Spiritual Needs

- Remind Katie every Sunday morning about the 10AM mass in the Lotus Compassionate Care Chapel

- Help Katie choose her “Sunday best” clothes, and help her be dressed and ready for the support person who will take her to the chapel

b) Social and Recreation Needs

- Remind Katie on Tuesdays and Wednesdays that she has Arts and Craft at 2:30pm in the Lotus Compassionate Care activity room

- Remind her on Thursday morning that she has a social outing

- Help her choose her clothes and be dressed and ready

- Escort her to the activity room/bus c) Personal Hygiene Needs

- Remind her to have a shower in the morning and help her choose her clothing

- Remind her to ensure the slip mat is on the floor in the shower

- Help her gather and place her toiletries in the bathroom

- Assist her washing her hair

- Assist her with gently patting dry her legs and feet

- Assist her with applying her make-up and nail polish

- Remind her to close the bathroom door

- Encourage her to do as much as she can for her self-care

- Report and document if she is becoming more dependent for self-care or may require a referral to see the doctor

d) Sensory Needs

- Remind her to keep her glasses clean before putting them on in the morning

- Report and document if her vision gets worse or if she requires to see a doctor e) Nutrition and Hydration Needs

- Remind her if it’s meal time

- Redirect her if she takes other people’s left overs

- Encourage her to drink water and/or her choice of low calorie cordial with her meals

- Encourage her to have her choice of a cup of tea at morning and afternoon tea

- Report and document if I notice changes in her eating patterns

SA

MPL

E



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

Katie achieve the goals outlined in her Care Plan.

Mapping:

CHCCCS011 PC1.1

CHCAGE005 PC1.2 (p)

Marking guide Equipment:

None required Processes:

Documentation process Reporting process Referral process (to a doctor for any relevant physical changes, to a podiatrist to have

nails cut, to a registered nurse to receive pain medication) Aids:

Glasses Walking Stick Non-slip, good fitting walking shoes Non-slip mat Dentures

Review Katie’s Care Plan for more details.

SAM

PLE




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.

Mapping:

CHCCCS011 PC1.2

CHCAGE005 PC1.2 (p)

Marking guide Responses include but not limited to (candidate may also provide other response provided

that it is in line with Katie’s Care Plan):

Situations or scenarios that are outside of your own role

(You must list two (2))

Who can help?

E.g. Cutting Katie’s nails Registered nurse or podiatrist

E.g. Gum irritation Dentist

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



Mapping:

CHCCCS011 PE2.2, PE2.3, PE1.8 (p), KE8.0 (p)

CHCAGE001 PC4.2, PE1.1 (p), PE1.2 (p), PE2.0

Marking guide Candidate must submit four video clips. Each video clip must not be longer than 5 minutes. Use the checklist below in assessing each video clip:

1) Clip 1: assisting client use relevant aids

- The candidate must wash hands or use a hand sanitiser before assisting ‘Katie’

- The candidate must demonstrate proper technique. See video linked below: Proper Hand Hygiene Video Demonstration

- Assist ‘Katie’ wearing her glasses (As per her care plan, remind her to clean her glasses before putting them on. The candidate must NOT put the glasses on for ‘Katie’ to help promote/support her independence.)

- Assist ‘Katie’ to stand and use her walking stick. See video linked below: Using a walking stick

2) Clip 2: fall recovery

- The candidate must assist ‘Katie’ back to her feet using correct manual handling techniques. See video below:

Fall Recovery

- As ‘Katie’ apologises for being clumsy, the candidate must use appropriate communication strategies to help ‘Katie’ recognise the impact that age has on her activities.

3) Clip 3: getting in the car

- The video must show the candidate responding to potential risks in the environment. This may include but are not limited to:

- Clearing the path for ‘Katie’ - Making sure she wears her sit belt (a must) - Adjusting her seat position

- The candidate must assist ‘Katie’ get in a car. See video linked below: Getting into and out of a car using a cane

4) Clip 4:getting out of the car

- The video must show the candidate responding to potential risks in the environment. This may include but are not limited to:

- Making sure seat belt is off before attempting to alight the vehicle - Clearing the path for ‘Katie’

- The candidate must assist ‘Katie’ get out of the car. See video linked in clip 3.

SAM

PLE

https://www.youtube.com/watch?v=JqmhfMR0BVQ

https://www.youtube.com/watch?v=JqmhfMR0BVQ

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

https://www.youtube.com/watch?v=10jR0zjl19Y

https://www.youtube.com/watch?v=z8JIy4coE58



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.


SAM

PLE




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


Which human right was breached in the case study scenario?

Mapping: CHCAGE001 PC3.3 (p)

a. Article 12

b. Article 16

c. Article 11

d. Article 4

e. Article 25

SAM

PLE

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



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.

Mapping: CHCAGE001 PC3.3 (p)

Marking guide

Candidate must identify two (2) rights of the client that were breached in the scenario. Answers include but are not limited to:

The right of individuals to be treated with respect

The right of individuals to have their religious and cultural identity respected;

The right to an appropriate standard care to meet individual needs.

SA

MPL

E

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



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



FEEDBACK

Well done for completing the delivery of this workbook. We hope that your

training and assessment experience using our resources has been a seamless

and fruitful journey. At Compliant Learning Resources, we continually strive

to improve our training and assessment resources and heighten the training

and assessment experience for you. One way we do this is by seeking

feedback. Your experience is important to us and we are very keen to hear

any suggestions or complaints you may have. Click on the button below to let

us know what you think of us and our learning resources.

End of Document

CLICK HERE

SAM

PLE

https://docs.google.com/forms/d/1cRZwNOOlmSjDy7-_tI9sXNH5smvHJEHWQcdlD_sC9yk/viewform?usp=send_form



chc43015 certificate iv in ageing support€¦ · web consortium - w3c). it includes screen...

Documents