HCS301 Ageing and Society (Semester 1 2023)
HCS301 Ageing and Society (Semester 1 2023)
Assessment 1: Case Study scenarios x 3 (500 words)
Critically reflect on each of the three case studies provided. You are allowed 500 words per case study.
Meaningful Activities for Daily Living
For several months before breaking her wrist, Ms O attended a weekly painting group at the community centre near the retirement village where she and her partner recently moved. As soon as the injury seems to have healed enough, she returned to her painting group to resume work on the detailed landscape painting she had started before the accident. Her frustration when she discovers that using a paintbrush is still too painful is understandable but seems out of proportion. She drops the brush on the floor, exclaiming, Ill never be able to finish it now!. When others in the group try to comfort her by suggesting alternative projects, such as using her other hand to create an abstract work, she becomes even more upset and starts crying.
The activity facilitator quietly takes Ms O aside and asks her gently about the inspiration for the painting she has been working on. Ms O shows her the photographs and sketches the scene is based on, explaining this was the property where she and her partner lived before they became unable to look after a large home and the surrounding land. The painting was meant to be ready as a gift for her partner on their anniversarythe first in their retirement unit.
Ms O misses their old life terribly and has been struggling to adjust. The facilitator understands Ms Os reaction is not just about finishing the painting, but about the process of grieving what has been lost as she and her partner navigate this new phase of life. She encourages MsO not to give up on the painting, but to give her wrist more time to heal, and to change the finish goal to Christmas or her partners birthday instead. Meanwhile, she suggests, the photos and sketches are lovely in themselves and deserve to be framed and displayed in their new home.
Working with Consumers from Culturally or Linguistically Diverse Backgrounds
Both in their 80s, Mr and Mrs W were receiving home services to help care for Mr W, who had dementia. They seemed very happy with their regular care worker. However, after eight months, their care worker realised that he was no longer able to meet their needs because Mr Ws dementia had progressed and he had lost the ability to speak English and reverted to his first language, Polish. Being unable to communicate with their care worker made him frustrated and anxious. This also meant the care workers visits were no longer giving Mrs W respite, as she felt she should be there to interpret.
The care worker discussed the changed situation with Mrs W and together they raised their concerns with the provider. The provider reviewed the Ws care plan and concluded that the language issue needed to be addressed immediately. A Polish-speaking volunteer was employed to accompany the care worker on his visits to Mr and Mrs W. An experienced Polish-speaking care worker was assigned to work with Mr and Mrs W as soon as possible.
Recognising that an increasing number of aged care consumers are from culturally and linguistically diverse backgrounds, the provider reviewed information on their consumers first languages and adjusted their recruitment strategy accordingly. They now recruit bilingual staff where possible, reflecting the diversity of the people they provide services to.
Preventing Security Measures from Restricting Free Movement
An aged care home has a keypad lock system to enter the building and a buzzer button to open the doors from inside. Consumers and their frequent visitors are given the keypad numbers so that they can come and go whenever they want. One of the consumers, Mrs C, has a medical condition that is causing her mobility to progressively decline, as well as making her increasingly frail. She loves fresh air and sunshine and has been in the habit of taking two short walks a day, now using a walking frame, to the nearby park. These walks are important to her well-being and may help to slow down her degenerative health condition. However, it has become difficult for her to push the exit buzzer hard enough, so she cannot always go outside when she wants to. She is also worried that at some point she might not be able to get back in, as she is finding it harder to reach the keypad. Mrs C does not like causing a fuss, so she has quietly given up her regular solo walks.
One day when her granddaughter is visiting and they go outside together, Mrs C remarks on how the weather has changed since her last walk. Her granddaughter asks when this was and learns about the lock situation. She phones the manager and complains that her grandmother, and potentially others, are effectively being prevented from moving around freely.
The house installed the keypad and buzzer system as part of meeting its responsibility to provide a safe and secure environment. However, it also has important responsibilities to promote independence, enable freedom of movement and support consumers health and wellbeing. The manager asks Mrs C if she would be happy to let a staff member know when she wants to go for a walk so that they can operate the buzzer for her and, if she cannot reach the keypad, to ring the entry bell below it when she wants to return.
Mrs C thanks the manager for trying to help but is hesitant, as she hates to make extra trouble. The manager agrees with Mrs Cs granddaughter that this is not a long-term solution for her. He consults the company. They suggest reprogramming the system, so it also responds to a remote control device. This turns out to work for Mrs C, as the remote device responds to a very light touch and she can keep it attached to a cord, so she will not drop it. It is also a worthwhile investment for the home, given the chance others will likely have similar difficulties at some stage.
Case Study: Marking Rubric
-3175048801100
Marks
Criteria High Distinction (HD)
80%-100% Distinction (D)
70%-79% Credit (C)
60%-69% Pass (P)
50%-59% Fail (F)
0-49%
Structure and argument
/30 Argument expressed in a rational, compelling and convincing manner.
Extensive critical analysis and integration of research findings to broader context.
(24-30) Argument predominantly expressed in a rational and convincing manner.
Very good critical analysis and integration of research findings to broader context.
(21-23.9) Argument unclear at times.
Good integration and critical analysis of research findings to broader context.
(18-20.9) Argument unclear.
Adequate integration and critical analysis of research findings to broader context.
(15-17) No argument evident.
Inadequate integration and critical analysis of research findings to broader context.
Word count not met.
(0-14.9)
Knowledge: Understanding of topic / reflection of empirical material
/30 Excellent explanation and use of empirical material.
Excellent evaluation of concepts, issues and information.
Evidence of original analysis
(24-30) Very good explanation and use of empirical material.
Very good evaluation of concepts, issues and information.
Evidence of original analysis
(21-23.9) Good explanation and use of empirical material.
Good evaluation of concepts, issues and information.
Some clarity in analysis
(18-20.9) Adequate explanation and use of empirical material.
Adequate evaluation of concepts, issues and information.
Partial clarity in analysis
(15-17) Inadequate explanation and use of empirical material.
Inadequate evaluation of concepts, issues and information.
In adequate clarity in analysis
(0-14.9)
Style:
Grammar and expression
/20 The writing is academically rigorous, succinct and engaging
Written in formal language.
Significance of examples and quotes clearly stated.
Excellent use of language and expression.
(16-20) The writing is predominantly academically rigorous, succinct and engaging
Predominantly written in formal language.
Significance of examples and quotes clearly stated most of the time.
Very good use of language and expression.
.(14-15.5) The writing style is inconsistent, and sometimes lacks academic rigor.
Language is sometimes informal.
Significance of examples and quotes not consistently clear.
Good use of language and expression.
(12-13.5) The writing style often lacks academic rigor.
Language is often informal.
Significance of examples and quotes is unclear.
Adequate use of language and expression.
(10-11) The writing style lacks academic rigor.
Language is consistently informal.
No or few examples or quotes used.
Inadequate use of language and expression.
(0-9)
Citations and references
/20 Excellent citations and references.
Excellent critical analysis of selected references.
(16-20) Very good citations and references.
Very good critical analysis of selected references.
(14-15.5) Good citations and references.
Good critical analysis of selected references.
(12-13.5) Adequate citations and references.
Adequate critical analysis of selected references.
(10-11) Inadequate citations and references.
No critical analysis of selected references.
(10-11)
