Deliver care services using a palliative approach CHCPAL003

Assessment Task	Assessment Method	Task Summary
Assessment Task 1: Knowledge Questioning	Written questions	Students must answer 12 knowledge questions in an open book written assessment.
Assessment Task 2: Advance Care Plan	Role play	Students must undertake a role play to assist a client who has recently ceased to have chemotherapy, by referring to their Advance Care Plan and completing a Daily Progress Report.
Assessment Task 3: Pain Management	Role play and verbal questions	Students must undertake a role play to discuss pain management for a client in the late stages of stomach cancer.
Assessment Task 4: End of Life Care	Role play and verbal questions	Students must undertake a role play to care for a person at end-of-life. This includes providing support to the family during a difficult time in their lives.

Assessment Documents

Required Additional Documents

The following additional documents support this Student Assessment Booklet and form part of the assessment tool for this unit. You will require them to complete the assessments for this unit.
Advance Care Plan James McDougal
Daily Progress Report Template
Banksia Care supporting documents (available on the Banksia Care website):
AP SD7 Pain and Symptom Management Plan
DC SD1 Code of Ethics
DC3 Privacy and Confidentiality Policy and Procedure
PC5 Palliative Care Management Policy and Procedure.

Assessment Task Cover Sheet

At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in for each task where you need to submit items for assessment, making sure you sign the student declaration.
Your assessor will give you feedback about how well you went in each task and will write this on the back of the Task Cover Sheet.

The Assessment Process and Your Rights

Submitting your Assessment Tasks

When you have completed your assessment tasks, you will need to submit them, according to the instructions provided to you by your assessor or RTO.
If you are provided with a due date, you must make sure you submit your tasks in accordance with it. You may be required to apply for an extension if you require extra time, according to your RTOs policies and procedures.
Instructions about submission can be found at the beginning of each assessment task.
Make sure you keep a copy of your tasks before you submit them. Your RTO will need to keep them as evidence and may not be able to return them to you.

Assessment Attempts and Resubmissions

You have up to three attempts to complete each assessment tasks satisfactorily. If after the third attempt, you have not completed a task satisfactorily, your assessor will make alternative arrangements for assessment, which may involve additional training and time to consolidate your skills and knowledge.When you are required to resubmit, you may be required to:
Resubmit incorrect answers to questions (such as written tasks and case studies)
Resubmit part or all of a project, depending on how the error impacts on the total outcome of the task
Redo a role play after being provided with appropriate feedback about your original performance
Being observed a second (or third time) undertaking any tasks/activities that were not satisfactorily completed the first time, after being provided with appropriate feedback
When you are required to resubmit, youll be given a due date for your resubmission. For example, you may:
Be given 30 days in which to resubmit incorrect responses to written tasks, projects and so on
Be provided with feedback about your performance in a role play and then being required to complete the role play again at a future meeting with your assessor
Need to complete workplace-based tasks again during the same workplace visit or additional workplace observations may need to be scheduled (as applicable)
All re-submissions will be conducted in accordance with the RTOs policies and procedures.

Assessment Outcomes

Each assessment task will be given an outcome of either Satisfactory (S) or Not Satisfactory (NS). You must complete all tasks satisfactorily to achieve an overall outcome of Competent (C) for a unit. If one or more of tasks are assessed as Not Satisfactory, you will be given an outcome for the unit of Not Yet Competent (NYC).
You will be given a total of three attempts to complete each task and achieve a Satisfactory outcome. In the case of resubmission, you will be given a date by which you will need to resubmit, and youll be given feedback about what needs to be addressed in your resubmission.
Assessment Outcome Summary
The Assessment Outcome Summary records the task and overall unit results for the unit of competency named herein. The results for each attempt at each task must be recorded in the Assessment Outcome Summary.
Once you have attempted all assessment tasks, you assessor must enter a result for the unit in the Unit Results box. You must achieve a Satisfactory outcome for all assessment tasks that are relevant to a unit to be marked as Competent for the unit. Where you have attempted all tasks, but one or more tasks have an outcome of Not Satisfactory, you assessor must record a result of Not Yet Competent in the Unit Results box.

Plagiarism, Cheating and Collusion

Plagiarism, cheating and collusion on assessments is not acceptable. Any incidence of this is considered academic misconduct. The definitions of each of these are below.
Cheating seeking to obtain an unfair advantage in the assessment of any piece of work.
Plagiarism to take and use the ideas and/or expressions and/or wording of another person or organisation and passing them off as your own by failing to give appropriate acknowledgement.This includes material from any sources such as staff, students, texts, resources and the internet, whether published or unpublished.
Collusion unauthorised collaboration between students.
Where your assessor believes there has been an incident of academic misconduct involving plagiarism, cheating, and/or collusion, this will be addressed in line with the RTOs policies and procedures which may ultimately lead to your withdrawal or you needing to complete the whole unit again.

Assessment Appeals

If you dont agree with an assessment decision made, you have the right to appeal it. You may need to lodge your request for an appeal within a certain amount of time from the original decision being made. You will need to make your appeal in writing and follow your RTOs process for appeals. Refer to your Student Handbook for more information about our appeals process.

Reasonable Adjustment

A legislative and regulatory framework underpins and supports the delivery of vocational education and training across Australia. Under this framework, providers of vocational education and training must take steps to ensure that students with recognised disabilities have the same learning opportunities and same opportunities to perform and complete assessments as students without disabilities. Sometimes reasonable adjustments are made to the learning environment, training delivery, learning resources and/or assessment tasks to accommodate the particular needs of a student with a disability. An adjustment is reasonable if it can accommodate the students particular needs while also taking into account factors such as:

The views of the student
The potential effect of the adjustment on the student and others
The costs and benefits of making the adjustment

RTOs are obliged by law to provide reasonable adjustments where required to ensure maximum participation of students with a disability.

Making reasonable adjustments requires the RTO to balance the need for change with the expense or effort involved in making this change. If an adjustment requires a disproportionately high expenditure or disruption it is not likely to be reasonable.^[1]

Please discuss with your assessor if you believe a reasonable adjustment to an assessment task, method or process needs to be made on the basis of disability.

Information about Assessment

Dimensions of Competency

To be competent, you must show your ability to perform effectively in a broad capacity. The dimensions of competency ensure the person being assessed has the skills to perform competently in a variety of different circumstances. To be competent, you must demonstrate the following:
Task Skills:The skills needed to perform a task at an acceptable level. They include knowledge and practical skills, and these are usually described in the performance criteria.
Task Management Skills:These are skills in organising and coordinating, which are needed to be able to work competently while managing a number of tasks or activities within a job.
Contingency Skills: The skills needed to respond and react appropriately to unexpected problems, changes in routine and breakdowns while also performing competently.
Job Role/Environment Skills:The skills needed to perform as expected in a particular job, position, location and with others. These skills may be described in the range of variables and underpinning skills and knowledge.

Principles of Assessment and Rules of Evidence

Assessment must be conducted in accordance with the rules of evidence and principles of assessment (definitions from the Users Guide: Standards for Registered Training Organisations (RTOs) 2015).
The following are the definitions of the Principles of Assessment and Rules of Evidence.

Principles of Assessment

Validity

An assessment decision of the RTO is justified, based on the evidence of performance of the individual learner.

Validity requires:

Assessment against the unit/s of competency and the associated assessment requirements covers the broad range of skills and knowledge that are essential to competent performance
Assessment of knowledge and skills is integrated with their practical application
Assessment to be based on evidence that demonstrates that a learner could demonstrate these skills and knowledge in other similar situations; and
Judgement of competence is based on evidence of learner performance that is aligned to the unit/s of competency and associated assessment requirements.
Reliability

Evidence presented for assessment is consistently interpreted and assessment results are comparable irrespective of the assessor conducting the assessment.

Flexibility

Assessment is flexible to the individual learner by:

Reflecting the learners needs
Assessing competencies held by the learner no matter how or where they have been acquired
Drawing from a range of assessment methods and using those that are appropriate to the context, the unit of competency and associated assessment requirements, and the individual.
Fairness

The individual learners needs are considered in the assessment process.

Where appropriate, reasonable adjustments are applied by the RTO to take into account the individual learners needs.

The RTO informs the learner about the assessment process and provides the learner with the opportunity to challenge the result of the assessment and be reassessed if necessary.

Rules of Evidence

Validity

The assessor is assured that the learner has the skills, knowledge and attributes as described in the module or unit of competency and associated assessment requirements.

Sufficiency

The assessor is assured that the quality, quantity and relevance of the assessment evidence enables a judgement to be made of a learners competency.

Currency

The assessor is assured that the assessment evidence demonstrates current competency. This requires the assessment evidence to be from the present or the very recent past.

Authenticity

The assessor is assured that the evidence presented for assessment is the learners own work.

Glossary of Instructional Task Words

Your assessment tasks use a range of instructional words throughout them such as compare and list. These words will guide you as to the level of detail you must provide in your answers. Some questions will also tell you how many answers you need to give for example, Describe threestrategies. Use the below glossary to guide you on interpreting the words in the tasks.
Describe This means you should outline the most noticeable qualities or features of an idea, topic or the focus of the question.
Discuss This means you must point out the important issues or features, key points, possible interpretations, and debate through argument. You should provide reasons for and against.
Explain This means you need to make something clear or show your understanding by describing it or providing information about it. You will need to make clear how or why something happened or is the way it is.
Identify You must recognise something and indicate who or what the required information is. The length of the answer should be guided by what you are being asked to identify.
List You must record short pieces of information in a list form with one or two words, or sentences on each line.
Outline You must give a brief description of the main facts or sequence of events about something. The length of the response should be guided by what you are required to outline. As long as you include the main facts or points, then thats enough.
Summarise You must expressthe most important facts or points about something in short and concise form.

Assessment Plan

The following outlines the assessment requirements for this unit. You are required to complete all assessment requirements outlined below to achieve competency for this unit.
Your assessor will provide you with the due dates for each assessment task. Write them in the table below.

Assessment Tasks	Due Date
1.Assessment Task 1: Knowledge Questioning
2.Assessment Task 2: Advance Care Plan
3.Assessment Task 3: Pain Management
4.Assessment Task 4: End of Life Care

Agreement by the student
Read through the assessments in this booklet before you fill out and sign the agreement below. Make sure you sign this before you start any of your assessments.
Have you read and understood what is required of you in terms of assessment?	?Yes	?No
Have you read and understood the RTOs policies and procedures related to reassessment?	?Yes	?No
Do you understand the requirements of this assessment?	?Yes	?No
Do you agree to the way in which you are being assessed?	?Yes	?No
Do you have any special needs or considerations that must be made in preparation for this assessment? If yes, what are they? __________________________________________________________________	?Yes	?No
Do you understand your rights to appeal the decisions regarding assessment?	?Yes	?No

Student Name: __________________________________________________
Student Signature: _______________________________________________ Date: _______________
Assessor Name: _________________________________________________
Assessor Signature: ______________________________________________ Date: _______________

Assessment Task Cover Sheet Assessment Task 1

Students:Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work.

Name:
Date of submission:
Unit:	CHCPAL003 Deliver care services using a palliative approach
No. of pages in submission:
		Assessor to complete
Assessment Task Number and Title		Satisfactory/ Not satisfactory	Date	Is this a reassessment? Y/N
Assessment Task 1: Knowledge Questions

STUDENT DECLARATION

I __________________________________________________ declare that these tasks are my own work.
None of this work has been completed by any other person.
I have not cheated or plagiarised the work or colluded with any other student/s in the completion of this work.
I have correctly referenced all resources and reference texts throughout these assessment tasks.
I understand that if I am found to be in breach of the RTOs policies, disciplinary action may be taken against me.
Student Signature: _______________________________________________ Date: _______________

ASSESSOR FEEDBACK

Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the students file with the evidence.

______________________________________________________________________________________

Assessor Signature: _____________________________________________________________________
Assessor Name: ________________________________________________________________________
Date: _______________

Assessment Task 1: Knowledge Questions

The following assessment tasks use a simulated aged care facility called Banksia Care. To complete the assessment tasks, students will need to access information, templates, policies and procedures associated with Banksia. These documents can be accessed on Banksias intranet (accessible via the website). To access, head to http://banksia.eduworks.com.au/, navigate to the staff intranet and enter your RTOs username and password prior to completing your assessment tasks.

Task Summary

In this task, you will demonstrate your knowledge by answering a series of questions that relate to this unit of competency.

You must answer all questions correctly to achieve a satisfactory outcome for this task.

Resources and Equipment Required

?Access to a computer.

?You may use your learning materials as a reference if required.

Where and When this Task Will be Completed

?You must complete this task in your own time or at a time allocated by your trainer/assessor.

?Your assessor will provide you with the due date for this assessment task.

What Happens if you get Something Wrong?

You need to answer all questions correctly to be marked Satisfactory for this task. If you answer any questions incorrectly you will need to resubmit your answers to those questions again. Your assessor will provide you with a due date by which you must resubmit your new responses. You have up to three attempts to achieve a Satisfactory outcome.

Submission Requirements

?Your answers for each question.

Task Instructions

?Answer all questions below by indicating your response to each question in the space provided.

?You may use your learning materials as reference if required.

?You must answer all questions and their parts correctly to achieve a Satisfactory outcome for this task.

Question 1

What is palliative care?

What are the aims of palliative care?

What are three of the principles of palliative care?

What is the difference between a curative and a palliative approach?

Question 2

Working in palliative care can be very stressful. List three emotions that workers would feel while caring for terminally ill clients.

What are four things that you can do to help your colleagues deal with their emotions?

Question 3

List three types of nutrition and hydration advice you would give to a client and their family during the early stages of palliative care.

In the final stages of life, appetite and thirst may decrease significantly. Family members may feel that they should try to feed the person. What would you advise the family members?

Question 4

List two common misconceptions about pain relief.

Choose one of the misconceptions from your answer in Q4(a). In one paragraph, describe why it is a misconception and the truth around this statement.

Question 5

Scenario

Shamuss family come to talk to you about his care.

They want to speak to you because they trust you as someone who has worked very closely with Shamus as a palliative care worker for the last two months.

They are very distressed about a report they have received from the doctor, who has told them that Shamus has only days to live.

His family ask you to refer them to a different doctor there must be something that can be done to preserve his life. They arent ready to lose him yet!

Shamus has an advanced care directive. It states he does not want further medical treatment to keep him alive.

His family are aware of this directive.

You feel that people have the right to get a second opinion. Should you refer Shamuss family to a good doctor that you know? Explain your answer.

What other action could you take to support Shamuss family?

Question 6

Scenario

Shamus has died.

His wife, Katherine, comes to see you and thanks you for looking after him so well.

She gives you a hug, and you both feel a bit sad.

Katherine tells you that she seems to be living in a daze. She cant even remember what she did this morning. She is usually so well organised but just cant seem to concentrate at the minute. What if something goes wrong at the funeral because she forgets to do something?

I havent even cried yet! she exclaims.

Why is Katherine experiencing this type of reaction so soon after her husbands death?

What would you say to Katherine to reduce her fear of something going wrong at the funeral?

What are the five stages of grief according to the Kbler-Ross Grief Cycle?

Question 7

Constipation is a common problem in palliative care clients. The doctor may prescribe laxatives to assist with this. What two supports can a personal care worker give to a client suffering from constipation besides medication?

Question 8

Scenario

A clients family is looking for some information on palliative care. They have received the information the Banksia Care team provided but are looking for more.

Research the Internet and find a reputable source of information that they can access to find out more. Name the source of this information (i.e., the website address).

Question 9

Describe three legal issues that may arise with advanced care directives and suggest how to deal with these.

Describe three ethical issues that may arise with advanced care directives and suggest how to deal with these.

Question 10

Scenario

Betty has severe dementia.

Before she got dementia, she had written out an advanced care directive that said that she wanted to be resuscitated by CPR if she collapsed under any circumstances.

As far as Betty was concerned, life was more important than anything else even if she wouldnt be able to make her own decisions as her dementia progressed.

Bettys son has not been to visit her for months. One day he appears at Bettys side. Im the only next of kin, he says. Mum isnt here anymore; shes just a vegetable now. I dont want her to be resuscitated if she collapses again. Just let the old lady die.

You are aware that Betty is a very rich woman. From the look of her son, he could do with some money.

What ethical issues are involved in this scenario, and what action should the care worker take?

Outline what is unconscious bias is and how it could impact providing the correct care in this situation.

Bettys son begins to ask a lot of questions about his mother:

?What is the matter with her?

?How sick is she?

?Does she know who anyone is anymore?

?Where is all her bank paperwork?

Bettys son assures you that he has a power of attorney for Betty but does not show you a copy.

Bettys last surviving relative is her son. Considering he says he has power of attorney, do you think you can give him any of the information he has asked for? Explain your answer.

Question 11

Palliative care also includes care of the deceased persons body and meeting their documented preferences. Outline what information would be included with regards to preferences in an Advance Care Directive.

Outline the formal process for documenting death and who may be responsible for this.

Outline the infection control process you are required to follow to handle a dead body.

After a person has passed, what are you to do with their personal effects and belongings?

Question 12

In Australia, the laws that relate to Voluntary Assisted Dying are changing and vary between the states and territories. Name the legislation that applies in your state and the date from when this legislation came into effect.

Assessment Checklist: Assessment Task 1		Attempt 1		Attempt 2		Attempt 3
Did the student demonstrate the required level of competence for each of the following points?	Comments	Date:		Date:		Date:
		Yes	No	Yes	No	Yes	No
Did the student answer all written questions correctly in line with the decision-making rules provided in the Marking Guide?
If no to the above, have arrangements been made for re-assessment?
Where any items above are marked No, outline the gaps below. Ensure feedback is provided to the student on their Assessment Task Cover Sheet. Note actions that will be taken to correct the gaps.
Comments: What did you observe? Are there any gaps? What did the student do to demonstrate competence?
Please outline any reasonable adjustments made for this task here.

Assessment Task 1 Outcomes
Attempt	Date	Outcome	Assessor Name	Assessor Signature
Attempt 1		?Satisfactory ?Not Satisfactory
Attempt 2		?Satisfactory ?Not Satisfactory
Attempt 3		?Satisfactory ?Not Satisfactory

Assessment Task Cover Sheet Assessment Task 2

Students:Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work.

Name:
Date of observation/ submission:
Unit:	CHCPAL003 Deliver care services using a palliative approach
No. of pages in submission:
		Assessor to complete
Assessment Task Number and Title		Satisfactory/ Not satisfactory	Date	Is this a reassessment? Y/N
Assessment Task 2: Advance Care Plan

STUDENT DECLARATION

I __________________________________________________ declare that these tasks are my own work.
None of this work has been completed by any other person.
I have not cheated or plagiarised the work or colluded with any other student/s in the completion of this work.
I have correctly referenced all resources and reference texts throughout these assessment tasks.
I understand that if I am found to be in breach of the RTOs policies, disciplinary action may be taken against me.
Student Signature: _______________________________________________ Date: _______________

ASSESSOR FEEDBACK

Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the students file with the evidence.

______________________________________________________________________________________

Assessor Signature: _____________________________________________________________________
Assessor Name: ________________________________________________________________________
Date: _______________

Assessment Task 2: Advance Care Plan

Task Summary

For this task, you will be observed participating in a role play to confirm you can perform to industry standards and expectations.

You are to undertake a role play to support a client who has recently ceased to have chemotherapy, refer to their Advance Care Plan and complete a daily progress report.

Resources and Equipment Required

?Banksia Care simulated workplace environment:

a bed or chair

table and chairs

pens.

?A fellow student or a colleague to play the role of the patient, Jim.

?A fellow student or a colleague to play the role of Jims wife, Thelma.

?Your assessor to play the role of your Palliative Care team supervisor.

?Supporting document:

Advance Care Plan James McDougal

Daily Progress Report Template

Banksia Care supporting documents (available on the Banksia Care website):

PC5 Palliative Care Management Policy and Procedure

DC3 Privacy and Confidentiality Policy and Procedure

DC SD1 Code of Ethics.

Where and When this Task Will be Completed

?You will complete this task with your assessor observing you in the classroom or online if specified by your assessor.

?Your assessor will advise you of the date on which you will be required to complete the role play.

?If your assessor is unable to directly observe you at the time of the assessment, arrangements will be made for you to video record yourself performing the tasks required and submit it to your assessor online.

What Happens if you get Something Wrong?

If your performance in the role play is deemed Not Satisfactory (N/S) or your assessor is unable to see all required observable items, your assessor will make arrangements to observe your performance again on another occasion. Your assessor will only need to see the items that were not able to be observed at the original assessment or that were Not Satisfactory.

For items that are Not Satisfactory, your assessor will provide you with feedback. You have up to three attempts to achieve Satisfactory performance.

Submission Requirements

?Completed Daily Progress Report Template.

If your assessor is unable to observe you during the role play, video evidence must be submitted.

Task Instructions

To prepare for this role play task, you must first read the provided scenario and review the Advance Care Plan Form.

?You are playing the role of Jims carer.

?A fellow student or a colleague is to play the part of Jim.

?A fellow student or a colleague is to play the part of Thelma.

?Your assessor is to play the part of your Palliative care team supervisor.

Working in line with the Banksia Care policies and procedures, you will need to use the Advance Care Plan to guide your discussion. You will need to show that you can communicate appropriately with Jim and Thelma to support them as they work with you to reflect on the Advance Care Plan. You then need to complete the Daily Progress Report Template.

?Following your discussions with Jim and Thelma, the assessor will play the role of the supervisor in Jims care team. Provide an accurate account of your observations during your discussions with Jim and Thelma.

?The role play should take approximately 10 minutes.

Scenario

You are a care worker who is working in a palliative care unit.

Jim is a 50-year-old man with Stage 4 Pancreatic cancer.

Jim has had chemotherapy, which initially looked like it would be successful, but the oncologist told Jim last week that the chemo was no longer effective.

Jim and his wife, Thelma, talked it over, and they both decided that they would like Jim to remain at home for as long as possible hopefully being able to die peacefully and with dignity in his home.

Jim has been referred to the community palliative care team.

You work with this team and are meeting with Jim and Thelma today to reflect on the Advance Care Plan and complete a Daily Progress Report.

During the role play, your assessor will be looking to see that you can:

communicate with Jim and Thelma appropriately
respect Thelmas role as an integral part of Jims care team
support Jim and Thelma in talking about their physical, cultural and spiritual needs
identify that Jims needs will vary from now until his death
identify any needs and issues that may be outside of your own boundaries and refer to the appropriate person for advice
respect Jims dignity of risk, even if you have different ideals from Jim and/or Thelma
accurately record information in the Daily Progress Report Template, showing empathy and providing emotional support to both Jim and his wife, Thelma
report your observations to the supervisor of Jims Palliative Care team.

Assessment Checklist: Assessment Task 2		Attempt 1		Attempt 2		Attempt 3
Did the student demonstrate the required level of competence for each of the following points?	Comments	Date:		Date:		Date:
	Comments	Yes	No	Yes	No	Yes	No
?Communicate with both Jim and Thelma appropriately, adjusting as necessary.
?Respect Thelmas role as an integral part of Jims care team.
?Support both Jim and Thelma in discussing their physical, cultural and spiritual needs.
?Identify that Jims needs will vary from now until his death.
?Identify any needs and issues outside their boundaries and refer to the appropriate person for advice.
?Respect Jims dignity of risk. (Even if they have different ideals to Jim and/or Thelma.)
?Accurately record information in the Daily Progress Template, showing empathy and providing emotional support to both Jim and his wife, Thelma.
?Report their observations to Jims Palliative care team supervisor.
Report their observations to Jims Palliative care team supervisor.

Comments: What did you observe? Are there any gaps? What did the student do to demonstrate competence?

Please outline any reasonable adjustments made for this task here.

Assessment Task 2 Outcomes
Attempt	Date	Outcome	Assessor Name	Assessor Signature
Attempt 1		?Satisfactory ?Not Satisfactory
Attempt 2		?Satisfactory ?Not Satisfactory
Attempt 3		?Satisfactory ?Not Satisfactory

Assessment Task Cover Sheet Assessment Task 3

Students:Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work.

Name:
Date of observation/ submission:
Unit:	CHCPAL003 Deliver care services using a palliative approach
No. of pages in submission:
		Assessor to complete
Assessment Task Number and Title		Satisfactory/ Not satisfactory	Date	Is this a reassessment? Y/N
Assessment Task 3: Pain Management

STUDENT DECLARATION

I __________________________________________________ declare that these tasks are my own work.
None of this work has been completed by any other person.
I have not cheated or plagiarised the work or colluded with any other student/s in the completion of this work.
I have correctly referenced all resources and reference texts throughout these assessment tasks.
I understand that if I am found to be in breach of the RTOs policies, disciplinary action may be taken against me.
Student Signature: _______________________________________________ Date: _______________

ASSESSOR FEEDBACK

Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the students file with the evidence.

______________________________________________________________________________________

Assessor Signature: _____________________________________________________________________
Assessor Name: ________________________________________________________________________
Date: _______________

Assessment Task 3: Pain Management

Task Summary

For this task, you will be observed participating in a role play to confirm you can perform to industry standards and expectations.

You are to undertake a role play about pain management for a client in the late stages of stomach cancer. After the role play, you will be asked a set of verbal questions

Resources and Equipment Required

?Banksia Care simulated workplace environment:

a bed or chair with a blanket

a jug of water and a glass

a fellow student or a colleague to play the role of John

your assessor to play the role of your supervisor.

?Supporting documents:

Johns Palliative Care Management and Client Plan (provided below)

Supporting documents (available via the Banksia Care website):

AP SD7 Pain and Symptom Management

PC5 Palliative Care Management Policy and Procedure

DC3 Privacy and Confidentiality Policy and Procedure

DC SD1 Code of Ethics.

Where and When this Task Will be Completed

?You will complete this task with your assessor observing you in the classroom or online if specified by your assessor.

?Your assessor will advise you the date on which you will be required to complete the role play.

What Happens if you get Something Wrong?

For items that were Not Satisfactory, your assessor will provide you with feedback. You have up to three attempts to achieve Satisfactory performance.

Submission Requirements

?Completed AP SD7 Pain and Symptom Management Plan for John.

If your assessor is unable to observe you during the role play, video evidence must be submitted.

Task Instructions

To prepare for this role play task, you must first read the provided scenario and Johns Palliative Care Management and Client Plan:

?You are playing the role of Johns carer.

?A fellow student or a colleague is to play the part of John.

?Your assessor is to play the part of the supervisor of Johns care team.

Working in line with the Banksia Care policies and procedures, you must show that you can communicate with and respond to Johns needs and support him by providing appropriate care:

?As a part of Johns patient file, you must document your observations on the AP SD7 Pain and Symptom Management Plan (available via the Banksia Care website).

?You will need to discuss your observations of John with your supervisor.

?The role play component of the task should take approximately 10 minutes.

?At the completion of the role play, your assessor will also ask you a set of verbal questions about John and his care.

Scenario

You are a care worker who is working with a client called John. He has terminal stomach cancer and is receiving care at the palliative care unit where you are working.

Johns care plan provides you with the following information:

He is in the late stages of stomach cancer.
Pain medication is morphine taken orally. It has been successful in reducing pain and discomfort.
John needs to be reminded to take regular sips of water to remain hydrated.
Today John received his morphine as usual his last dose was one hour ago.

During the role play, your assessor will be looking to see that you can:

follow Johns Palliative Care Plan

observe John and ask him to identify his pain or any other symptoms
document Johns pain and other symptoms using the AP SD7 Pain and Symptom Management Plan (available via the Banksia Care website)
communicate appropriately concerning Johns quality of life, pain, comfort and wishes
create an emotionally supportive environment where John can share information about his condition and current symptoms
use strategies to manage Johns pain and make him more comfortable
show that you respect and support Johns end-of-life wishes
review and document if Johns pain management has been effective
accurately report your observations to the supervisor of Johns care team.

Johns Palliative Care Management and Client Plan

Palliative Care Management Plan
Name: John Smith			Date: 12/05/2015
DOB: 01/07/1942			Address: 286 High Street, Kerrytown VIC 3878
Diagnosis of illness: Terminal stomach cancer
Current medical treatment: Morphine 10mg 4 hourly Laxative as required (currently twice daily) Liquid food only
Clients prognosis: John has advanced-stage stomach cancer. He has had surgery and one round of both chemotherapy and radiotherapy. However, the cancer has spread to the bowel region. John has made the decision to refuse any further surgery or chemo/radio therapy and is now receiving palliative care. Johns condition is terminal Johns doctor has indicated that he may have 35 months left.
Palliative care planning
Physical needs: ?Needs assistance for all activities of daily living ?Pain is severe but well controlled with medication ?Requires assistance with feeding (liquid diet) and drinking ?Can walk short distances with support ?Requires laxatives for constipation		Emotional/psychological: ?John has accepted his condition ?John has a very supportive family who visits often ?He may sometimes be teary but is generally in good spirits
Family: ?Johns wife, Catherine, is next of kin. Catherine is supportive and has accepted his condition; however, she feels helpless to care for him. ?Catherine and John have agreed that he will remain at the hospice until he is in the last stages, and then he will return home to Catherines care. ?John has two sons, Jeremy and Peter.		Spiritual/religious: ?John is Catholic (non-practising)
Future care needs: ?Palliative care only no further surgery, chemotherapy or radiation therapy at Johns request. ?Maintain pain control. ?Maintain hydration. ?Feed liquids orally only no feeding tubes at Johns request.		Communication: ?John can communicate himself with no trouble.
Client Care Plan
Symptoms	Objectives			Intervention
Pain	Reduce pain to a manageable level			Morphine orally 10mg every 4 hours
Nutrition	Prevent malnutrition; enjoy food Prevent choking, nausea			Liquid food only by mouth no feeding tubes
Hydration	Maintain an adequate level of hydration Prevent dry mouth and mouth conditions			Provide sips of water frequently
Temperature maintenance	Provide adequate body and ambient temperature			Monitor body temperature Provide blankets and warm drinks if cold Control ambient room temperature
Nausea	To prevent distressing symptoms			Maxolon as required

Assessment Checklist: Assessment Task 3		Attempt 1		Attempt 2		Attempt 3
Did the student demonstrate the required level of competence for each of the following points?	Comments	Date:		Date:		Date:
	Comments	Yes	No	Yes	No	Yes	No
?Follow the correct procedure to commence working with John as per his Palliative Care Plan.
?Observe John and ask John to identify his pain or any other symptoms.
?Document Johns pain and other symptoms using the Pain and Symptom Management Plan.
?Communicate appropriately in relation to Johns quality of life, pain, comfort and wishes, and adjust as necessary.
?Create an emotionally supportive environment where John can share information about his condition and current symptoms.
?Use strategies to manage Johns pain and make him more comfortable.
?Show that they respect and support Johns end-of-life wishes.
?Review and document whether Johns pain management was effective.
?Accurately report their observations to the supervisor of Johns care team.
Where any items above are marked No, outline the gaps below. Ensure feedback is provided to the student on their Assessment Task Cover Sheet. Document the actions that must be taken by the student to address the gaps.
Comments: What did you observe? Are there any gaps? What did the student do to demonstrate competence?
Please outline any reasonable adjustments made for this task here.

Verbal Questions Assessment Task 3
Your assessor will ask you the following verbal questions and may make notes documenting how your response demonstrates competency.
Questions	Additional Comments/Notes
1.Comparing Johns condition today against his care plan, what do you think is significant about your observations?
2.What action will you take?
3.What will you do about Johns request to talk to someone about his end-of-life wishes?
4.A family member approaches you and says, Why does John have so much morphine? The morphine will kill him before the stomach cancer does! How would you respond to them?
5.What other resources could you use to make John comfortable besides those available in this role play? If you discovered any of these were successful, how would you document your findings?
6.Consider the role play. What was the limit of your responsibilities? What responsibilities must be referred?
7.How do you feel about John wanting to go home to die? He wont be able to receive the professional help he gets in the facility, which will be a big strain on his family.
8.How do you feel about working with people who are ageing and dying? How will you look after your own emotional needs?
9.Working in palliative care is a team approach. How would you make sure you worked effectively in the team?
10.How do you think you went with your communication techniques? Do you think you gave John the best support that you could? Is there anything you would do differently if you were to do the role play again?
11.What would you do if you were unsure about the procedure for changing end-of-life wishes?
Where further verbal questioning is required or additional prompts are required that do not interfere with reliability of assessment process, please document the questions asked in the space provided below and the responses provided by the student.
Comments: What did you observe? Are there any gaps? What did the student do to demonstrate competence?

Assessment Task 3 Outcomes
Attempt	Date	Outcome	Assessor Name	Assessor Signature
Attempt 1		?Satisfactory ?Not Satisfactory
Attempt 2		?Satisfactory ?Not Satisfactory
Attempt 3		?Satisfactory ?Not Satisfactory

Assessment Task Cover Sheet Assessment Task 4

Students:Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work.

Name:
Date of observation/ submission:
Unit:	CHCPAL003 Deliver care services using a palliative approach
No. of pages in submission:
		Assessor to complete
Assessment Task Number and Title		Satisfactory/ Not satisfactory	Date	Is this a reassessment? Y/N
Assessment Task 4: End of Life Care

STUDENT DECLARATION

I __________________________________________________ declare that these tasks are my own work.
None of this work has been completed by any other person.
I have not cheated or plagiarised the work or colluded with any other student/s in the completion of this work.
I have correctly referenced all resources and reference texts throughout these assessment tasks.
I understand that if I am found to be in breach of the RTOs policies, disciplinary action may be taken against me.
Student Signature: _______________________________________________ Date: _______________

ASSESSOR FEEDBACK

Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the students file with the evidence.

______________________________________________________________________________________

Assessor Signature: _____________________________________________________________________
Assessor Name: ________________________________________________________________________
Date: _______________

Assessment Task 4: End of Life Care

Task Summary

For this task, you will be observed participating in a Role Play to confirm you can perform to industry standards and expectations.

You are to undertake a role play to care for a person at the end of life. This includes providing support to the family during a difficult time in their lives. During the role play, you will be asked a series of verbal questions.

Resources and Equipment Required

?Banksia Care simulated workplace environment:

a bed with a pillow and blanket

additional chairs around the bed

23 fellow students or colleagues to play the role of Barry and his family

your assessor to play the role of your supervisor.

?Supporting documents (available on the Banksia Care website):

PC5 Palliative Care Management Policy and Procedure

DC3 Privacy and Confidentiality Policy and Procedure

DC SD1 Code of Ethics.

Where and When this Task Will be Completed

?You will complete this task with your assessor observing you in the classroom or online if specified by your assessor.

?Your assessor will advise you of the date on which you will be required to complete the role play.

What Happens if you get Something Wrong?

For items that were Not Satisfactory, your assessor will provide you with feedback. You have up to three attempts to achieve Satisfactory performance.

Submission Requirements

If your assessor is unable to observe you during the role play, video evidence must be submitted.

You must give responses to verbal questions throughout the role play.

Task Instructions

You must first read the provided scenario to prepare for this role play task:

?You are playing the role of Barrys carer.

?Your assessor will play the part of the lead supervisor of Barrys care team.

?The parts of Barry and his family will be played by 23 fellow students or colleagues.

Working in line with the Banksia Care policies and procedures, you must show that you can apply your knowledge of end-of-life procedures by providing appropriate support to Barry and his family and required care as he passes away:

?You will need to work closely with your assessor playing the role of supervisor as you discuss end-of-life strategies and support. They will be asking you questions throughout this role play.

?The role play should take approximately 15 minutes.

Scenario

Barry is British. He came to Australia in his 60s to be with his family.

Barry and his family are very private people. They tend to keep their feelings to themselves perhaps this is because of their British culture.

Barry has late stages of a terminal disease. He has made it clear in his advance care directive that he:

does not wish to be resuscitated
wants to be kept comfortable
would like his immediate family to be with him when he dies (if possible)
would like the Anglican priest to be called to perform the last rites.

Barrys health has deteriorated significantly. He has been sleeping for the last 24 hours and has been very restless today.

The doctor has told you that he is not expected to live more than a few hours.

It is likely that he will die on your shift.

As this is your first time experiencing end-of-life, you, with the support of your supervisor, will both be caring for Barry today.

During the role play, your assessor will be looking to see that you can both demonstrate and apply your knowledge verbally regarding end-of-life care in the workplace, incorporating the following:

check for and explain the signs of death and deterioration to the supervisor

explain the importance of changes to individualised plans
afford the family respect, privacy and support
provide appropriate comfort and care, maintaining patient dignity
discuss issues out of own scope of responsibility with the supervisor
provide emotional support to the family after death has occurred
explain the required care for a body after death to the supervisor.

Assessment Checklist: Assessment Task 4		Attempt 1		Attempt 2		Attempt 3
Did the student demonstrate the required level of competence for each of the following points?	Comments	Date:		Date:		Date:
	Comments	Yes	No	Yes	No	Yes	No
?Check for signs of deterioration.
?Afford the family respect, privacy and support.
?Check for signs that Barry has passed.
?Respect the family in their spiritual beliefs, even if they are different to their own.
?Provide emotional support to the family after death has occurred.
Where any items above are marked No, outline the gaps below. Ensure feedback is provided to the student on their Assessment Task Cover Sheet. Document the actions that must be taken by the student to address the gaps.

Comments: What did you observe? Are there any gaps? What did the student do to demonstrate competence?

Please outline any reasonable adjustments made for this task here.

Verbal Questions Assessment Task 4
Your assessor will ask you the following verbal questions and may make notes documenting how your response demonstrates competency.
Questions	Additional Comments/Notes
?You have been well aware of Barrys end-of-life wishes for some time. Is there any need for you to check them again? Explain your answer.
?What are the indicators that death is now imminent for Barry?
?Name four other common signs that indicate death is imminent.
?Describe three types of care that we can give Barry at this stage.
?What can you do to respect Barrys dignity at this time?
?If you are working on your own in a similar situation to this one, who should you talk to if you dont know or remember what to do during this end-of-life stage?
?Given his end-of-life wishes, who should be contacted about Barrys imminent death?
?What support can you give right now to Barrys family?
?What can you do to support Barry and his familys cultural and spiritual needs?
?You and I may have cultural practices and religious beliefs that are very different to those of Barrys family. How should we deal with this situation?
?What signs will you be checking to confirm that Barry has died?
?If you are working on your own, in a similar situation to this one, where would you find guidance on how to care for a body after death?
?Describe what we need to do to care for Barrys body after death. What are the steps we need to take?
?You are a new personal care worker and have not previously prepared a body after death. You may feel uneasy, but you are prepared to follow protocol in getting everything done. What can you do to look after yourself now and during the next few days?
Where further verbal questioning is required or additional prompts are required that do not interfere with reliability of assessment process, please document the questions asked in the space provided below and the responses provided by the student.
Comments: What did you observe? Are there any gaps? What did the student do to demonstrate competence?

Assessment Task 4 Outcomes
Attempt	Date	Outcome	Assessor Name	Assessor Signature
Attempt 1		?Satisfactory ?Not Satisfactory
Attempt 2		?Satisfactory ?Not Satisfactory
Attempt 3		?Satisfactory ?Not Satisfactory

Assessment Outcome Summary

This section records the outcome of each task so that the final assessment outcome can be determined.

The Assessment Outcome Summary Table shows all the assessment tasks required for this unit.

Task Outcomes

For each attempt at each task, fill in the Task Outcome, either Satisfactory or Not Satisfactory, insert the date of the decision and your initials. Fill in the task outcome for each attempt.

Students must receive a Satisfactory outcome for each task that relates to a unit, to be marked Competent for the unit.

Unit Assessment Results

When a student has attempted all tasks, but one or more tasks are marked as Not Satisfactory, a Not Yet Competent unit result must be entered in the Unit Assessment Results section.

Once the student has satisfactorily completed all tasks, enter a unit result of Competent.

Assessment Outcome Summary Table: CHCPAL003 Deliver care services using a palliative approach
Assessment Tasks	Task Outcomes
	Satisfactory (S) Not satisfactory (NS)	Date		Assessor initials
Assessment Task 1: Knowledge Questions


Assessment Task 2: Advance Care Plan


Assessment Task 3: Pain Management


Assessment Task 4: End of Life Care


Unit Assessment Results	Unit Result (C/NYC)	Date		Assessor initials
CHCPAL003 Deliver care services using a palliative approach


Assessor Name:
Assessor Signature:			Date:

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Deliver care services using a palliative approach CHCPAL003

CHCPAL003 Deliver care services using a palliative approach

Table of Contents

Assessment Overview

Assessment Documents

The Assessment Process and Your Rights

Submitting your Assessment Tasks

Assessment Attempts and Resubmissions

Assessment Outcomes

Plagiarism, Cheating and Collusion

Assessment Appeals

Reasonable Adjustment

Information about Assessment

Dimensions of Competency

Principles of Assessment and Rules of Evidence

Principles of Assessment

Rules of Evidence

Glossary of Instructional Task Words

Assessment Plan

Assessment Tasks

Agreement by the student

Assessment Task Cover Sheet Assessment Task 1

Assessment Task 2: Advance Care Plan

Assessment Checklist: Assessment Task 2

Assessment Task 2 Outcomes

Assessment Task Cover Sheet Assessment Task 3

Palliative Care Management Plan

Assessment Checklist: Assessment Task 3

Verbal Questions Assessment Task 3

Assessment Task 3 Outcomes

Assessment Task Cover Sheet Assessment Task 4

Assessment Task 4: End of Life Care

Assessment Checklist: Assessment Task 4

Verbal Questions Assessment Task 4

Assessment Task 4 Outcomes

Assessment Outcome Summary

Assessment Outcome Summary Table: CHCPAL003 Deliver care services using a palliative approach

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