STAR INTERNATIONAL COLLEGE PTY LTD T/A STAR COMMUNITY COLLEGE

RTO CODE: 45190

CHCHCS001

PROVIDE HOME AND COMMUNITY SUPPORT SERVICES

STUDENT ASSESSMENT WORKBOOK

Table of Contents

Unit Assessment Plan

Assessment Instructions for the Student

Assessment Methods

Demonstrating Competency

Assessment Performance

Resubmits

Workplace Assessment Observation

Plagiarism

Pre-Assessment Checklist

ASSESSMENT METHOD 1: Short Answer Questions

ASSESSMENT METHOD 2: Projects

ASSESSMENT METHOD 3: Simulation Observations

ASSESSMENT METHOD 4: Workplace Observations Assessment Record

Student Feedback Form

Instructions to Learner

Assessment instructions

Overview Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.

Written work Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:

• Address each question including any sub-points

• Demonstrate that you have researched the topic thoroughly

• Cover the topic in a logical, structured manner

• Your assessment tasks are well presented, well referenced and word processed

• Your assessment tasks include your full legal name on each and every

Active participation It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.

Plagiarism

Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learners exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:

• Presenting any work by another individual as one's own unintentionally

• Handing in assessments markedly similar to or copied from another learner

• Presenting the work of another individual or group as their own work

• Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.

If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.

Collusion

Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a 0 grade and NYC. Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).

Competency outcome There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).

Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded Competent (C) or Not yet Competent (NYC) for the relevant unit of competency.

If you are deemed Not Yet Competent you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as Not Yet Competent you will be required to re-enrol in the unit of competency.

Additional evidence If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.

Confidentiality We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.

Assessment appeals process If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.

Recognised prior learning Candidates will be able to have their previous experience or expertise recognised on request.

Special needs Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.

Assessment requirements

Assessment can either be:

• Direct observation

• Product-based methods g. reports, role plays, work samples

• Portfolios annotated and validated

• Questioning

• Third party

If submitting third party evidence, the Third Party Observation/Demonstration document must be completed by the agreed third party.

Third parties can be:

• Supervisors

• Trainers

• Team members

• Clients

• Consumers

The third party observation must be submitted to your trainer/assessor, as directed.

The third party observation is to be used by the assessor to assist them in determining competency.

The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.

To demonstrate competence in this unit you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.

Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.

As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.

If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.

Candidate Details

CHCHCS001 PROVIDE HOME AND COMMUNITY SUPPORT SERVICES

Please complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for CHCHCS001 PROVIDE HOME AND COMMUNITY SUPPORT SERVICES

Name:

Address:

Email:

Employer:

Declaration

I declare that no part of this assessment has been copied from another persons work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed.

Signed:

Date:

If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below:

This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another persons work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person.

Learner 1:

Signed:

Learner 2:

Signed:

Learner 3:

Signed:

Observation/Demonstration

Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.

An explanation of observations and demonstrations:

Observation is on-the-job

The observation will usually require:

• Performing a work-based skill or task

• Interaction with colleagues and/or

Demonstration is off-the-job A demonstration will require:

• Performing a skill or task that is asked of you

• Undertaking a simulation

Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the units elements.

The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.

You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.

Final Assessment-1

SHORT ANSWER QUESTIONS (SAQ)

Student & Assessor Cover Sheet

Student Name
Student Number ID:
Date
Student Declaration	I have been supplied with the learning materials. I have completed the class and had time to learn and practice before assessment. The Assessor has gone through the Instructions and checklist on page 2 and I understand that this is a formal assessment. I understand I must answer all the questions in exam conditions I understand I must demonstrate the skills or knowledge myself to prove this is my own work. I will do it in the time allowed under supervision by the Assessor. I have ticked the boxes on page 2 and I am ready for assessment and sign here.
Student Signature

Short Answer Questions - WRITTTEN Results
Result (1st attempt)	/	Satisfactory ( S)		Not Yet Satisfactory (NYS)
If NYS Will 2nd attempt be written or oral ?	Note gap questions /topics to be reassessed
Result (2nd attempt) Written /Oral	/	Satisfactory ( S)		Not Yet Satisfactory (NYS)
Assessors Name
Assessor's Signature			Date
Assessor comment /feedback	Note feedback provided if NYS:
Candidate Declaration	I have received the results and feedback for this written assessment
Student Signature						Date

Instructions to Students

You have received the Unit Outline at the start of this subject and you have had information about the assessments for this unit in the unit outline and in discussion in class.

• This is the Short Answer Questions assessment (1- SAQ )

• There is 45 minutes allocated to complete the Questions

• If you have difficulty reading or understanding questions, you can ask the assessor for

• Mark answers in black ink

• You must answer all the questions correctly to be deemed satisfactory in this assessment task. (100%) It is marked S Satisfactory or NYS Not Yet Satisfactory

• Your assessor will explain assessment conditions to you again as per the unit outline, then please sign the checklist below to indicate you understand these conditions.

Candidate to answer the following questions (Yes or No)

1	Do you understand how this assessment ties into the training?	Y	N
2	When/where the assessment going to take place and the conditions of the assessment?	Y	N
3	Do you feel ready to do the assessment activity?	Y	N
4	Do you know that the assessment is not pass/fail? Do you know that you can do a re-sit if you are ready? The Assessor may set another time for gap assessment or follow up with open questions if there is doubt about your responses. We expect candidates to be successful at the second attempt.	Y	N
5	Do you know you can appeal the assessment decision if you think it is not fair?	Y	N
6	Do you have any special needs that we need to adjust for during this assessment?	Y	N

If you ticked NO for anything above, write more information here.

If you feel not ready for the assessment, talk to the Assessor and do not go ahead.

When you are ready, please sign the cover page.

The timing for the QUESTIONS starts when the class is ready.

ASSESSMENT 1: SHORT ANSWER QUESTIONS (SAQ)

• The questions are completed in class

• Briefly answer the questions below in the spaces Use the space provided as a guide to the length of your answer.

• This must be your own work

• You cannot use any resources for this assessment

• You must get a satisfactory response for each question

Q1: Briefly explain the purpose of the following Community Care Programs and the services offered by each program?

PROGRAM	PURPOSE	SERVICES
Home and Community Care(HACC)
Community Aged Care Packages (CACP)
Extended Aged Care at Home(EACH)

Department of Veterans Affairs (DVA) Program

Q2: What should a client service delivery plan include?

1

2

3

4

5

Q3: Outline five communication considerations that you can use in order to create a positive relationship with clients.

1

2

3

4

5

Q4: What are the two types of consent?

1

2

Q5: What strategies can you put in place to involve clients in decision-making?

Q6: Give two reasons of why it is important to communicate with the person regarding your visit and the information?

1

2

Q7: Explain the procedures you must follow when entering a clients home to ensure them of

your identity?

1

2

3

Q8: List three strategies that could be used to engage appropriately with others in their place of residence?

1

2

3

Q9: List three things that you should be aware of when engaging different people?

1

2

3

Q10: Consider the following situations which are outlined below in the hazard Column. IdentifyThe hazards and associated risks, Possible control measures to minimise the risk of injury or illness, and the action you should take in each situation including any reporting requirements?

Hazard	Risks	Control Measures	Preventative Action/Reporting
Slippery floors
Mechanical aids including hoists and transfer equipment
Items contaminated with blood or body fluids
Sexual Harassment, work place bullying
Confused and aggressive clients

Q11: List at least 3 duty of care responsibilities for a worker, employer and case manager?

Worker	Employer	Case Manager
1. 2. 3. 4.	1. 2. 3. 4.	1. 2. 3. 4.

Q12: List four different ways that you can show respect and sensitivity toward the client and their place of residence?

1

2

3

4

5

Q13: what procedures would you put in place to ensure fire safety in a clients Home?

1

2

3

4

Q14: What is the name of the ACT or regulations that cover requirements for smoke alarms in your state or territory? Briefly outline the legal requirements?

Q15: A person centered approach can contribute to the empowerment of people living in the community. List two advantages?

Q16: Explain in one or two sentences of why older people or people with disabilities are commonly disempowered?

Q17: What are the Indicators of abuse and/or neglect? Give some signs of each of the following types of abuse:

• Physical1

• Sexual

• Psychological

• Emotional

• Financial

Physical

Sexual

Psychological

Emotional

Financial

Q18. what equipment, resources and documents is needed to conduct an assessment in a client before proceeding to develop a care plan?

Q19. What type of information needs to be kept confidential? What practices will help ensure it remains as such within your organisation?

Q20. Explain how you make arrangements for follow up visits, recording and implementing them.

Final Assessment-2 PROJECT (PROJ) CASE STUDY (CS)

Student & Assessor Cover Sheet

Student Name
Student Number ID:
Date
Student Declaration	I have been supplied with the learning materials. I have completed the class and had time to learn and practice before assessment. The Assessor has gone through the Instructions and checklist on page 2 and I understand that this is a formal assessment. I understand I must complete the project and submit it in class or upload I understand I must complete the case study and report and submit it in class or upload I understand I must demonstrate the applied skills and knowledge myself, in my own words to prove this is my own work. I will do it in the time allocated and submit by the due date. I have ticked the boxes on page 2 and sign here.
Student Signature

PROJECT AND CASE STUDY Results
Result (1st attempt)	Satisfactory ( S)		Not Yet Satisfactory (NYS)
	Note gaps to be reassessed
Result (2nd attempt)	Satisfactory ( S)		Not Yet Satisfactory (NYS)
Assessor comment /feedback	Note feedback provided if NYS :
Assessors Name
Assessor's Signature		Date

Instructions to Students

You have received the Unit Outline at the start of this unit and you have had information about the assessments for this unit in the unit outline and in discussion in class.

• This is the Project assessment (2 PRO) and Case Study assessment ( 2 CS )

• If you have difficulty reading or understanding the task you can ask the assessor for clarification by email or in class.

• You must type up your answers where possible or write by hand in black ink ONLY in this workbook

• You must answer all the sections correctly to be deemed satisfactory in this assessment task. (100%) It is marked S Satisfactory or NYS Not Yet Satisfactory

• Your assessor will explain assessment conditions to you again as per the unit outline, then please sign the checklist below to indicate you understand these conditions.

Candidate to answer the following questions (Yes or No)

1	Do you understand how this assessment ties into the training?	Y	N
2	When/where the assessment going to take place and the conditions of the assessment?	Y	N
3	Do you feel ready to do the assessment activity?	Y	N
4	Do you know that the assessment is not pass/fail? Do you know that you can do a re-submit once you get the feedback within agreed time?	Y	N
5	Do you know you can appeal the assessment decision if you think it is not fair?	Y	N
6	Do you have any special needs that we need to adjust for during this assessment?	Y	N

If you ticked NO for anything above, write more information here.

If you feel not ready for the assessment, talk to the Assessor.

Please sign the cover page.

ASSESSMENT 2: RESEARCH PROJECT/CASE STUDY

Read the instructions below before commencing this project:

• This is a take away assessment that can be prepared in your own time out of

• You are required to research the following topics and answer the questions within each topic

• Make sure you write clearly and legibly

• The length of the answer is indicated by the instructions for each task

• Your assessor will provide you with timeframes to complete this assessment

• It must be your own work

• Attach additional A4 size papers to complete your responses, if the given space is not sufficient

Case Study : Renee and Mr Rivers

Renee is a support worker who has just taken over the case management of Mr Rivers. Renee plans on visiting Mr Rivers to discuss his individual support needs and identify how he hopes to achieve his personal goals. Renee reads Mrs Rivers individual plan and learns that he is a keen horticulturist and likes to keep his plants, flowers and hedges in excellent condition. Renee identifies that Mr Rivers has a broad knowledge of how to care for his garden, but is restricted in his ability to maintain it himself. The plan states that as a result of early onset parkinsons disease, Mr Rivers is unable to use his hands to cut, prune, weed, mulch or dig in his garden. One of Mr Rivers personal goals is to maintain and care for his garden independently. This will allow him to work in his garden every day.

Renee begins preparing for her visit. She plans to visit Mr Rivers in his home next Wednesday morning but has not decided on a time yet. She thinks the visit will last two hours. Prior to her visit, renee conducts some online research to identify wheather she can source some specialist garden tools for Mr Rivers that would enable him to achieve his personal goal. Renee discovers a range of ergonomic gardening tools with enhanced grips and lengthened handles that relieve starin on a persons joints. She also finds a pocketed gardening apron that would allow Mr Rivers to carry all his instruments around with him, rather than getting up and down repeatedly to fetch them.

Q1. Why is it important that Renee confirms the purpose of her visit with Mr Rivers?

Q2. Why is it important that Renee confirms the time of her visit with Mr Rivers?

Q3. Who else should Renee provide details to of her upcoming home visit with Mr Rivers?

Q4 What could Renee do to confirm Mr Rivers equipment and aid requirements when she visits

him in his home?

Q5 Why is it important that Renee knows how to use gardening equipment safely?

Q6 What resources/and or documents could Renee provide to Mr Rivers with on her first visit to

his home?

Case study: Sharon and Rhonda

Sharon is a support worker for the city of Burwood in NSW. Sharon conducts a first home visit with Rhonda, a women in her 70s who has lived on her own for over 20 years. Rhonda takes good care of her home and prepares healthy nutritious meals for herself. The purpose of sharons visit is to discuss how she can teach Rhonda to use the internet so that she can do her grocery shopping, and other tasks, online. It is the middle of summer and at 11.00 am it is already 36 degree C. When Sharon arrives she is already feeling very warm. After identifying herself and invited into Rhondas home, Sharon realises the temp inside is even higher. Rhonda does not have a fan or an air conditioning unit running. Sharon asks Rhonda if she is hot and Rhonda replies, Yes I am actually, I would like to purchase a fan but am unable to carry it home with me on the bus. During their discussion Sharon notices that Rhonda is sweating and fanning her face with her hand.

Q7: Identify two organisational policies/ and or procedures that Sharon must follow to ensure her own personal safety and security during home visits with Rhonda?

Q8: What hazards has Sharon identified in Rhondas home?

Q9: How could Sharon minimise the risk of the hazard occurring?

Q10: Describe two ways Sharon could ensure Rhonda has the opportunity to express her complaints, issues, or concerns during the home visits?

Case Study Kara and Chan

Kara is a support worker and has just taken over the case management of Mr and Mrs Chan , a couple in their 70s and of Chinese descent. Mrs Chan recently had a stroke . As a result she now depends on a wheelchair for mobility. Mr and Mrs Chan still live in the home they built when they were married more than 50 years ago. The house Is located in a quiet suburban area and Mr and Mrs Chan have very strong relationships with their neighbours. The home has been cosmetically updated over the years, but does not currently meet the physical requirements of Mrs Chan. Kara reads Mrs Chans individual plan and identifies her goal of becoming more independent and more confident in the use of her wheelchair. Kara visits Mr and Mrs Chan in their home and discusses the possibility of making modifications to the home so it is wheelchair accessible. This will allow Mrs Chan move around the house without any assistance, as well as shower herself and use the toilet on her own. Mr and Mrs Chan have the resources to make the modifications but verbally indicate that they are not confident enough to manage the arrangements. Kara remembers that there may be government funding available to assist Mr and Mrs Chan with the costs.

Kara also learns from Mrs Chans individual plan that the couple are practising Mahayana Buddhists. It is part of their religious practice that any visitiors to their home are required to remove their shoes and any head covering before entering. Mr and Mrs Chan always drink Chinese herbal tea with their visitors and prefer to use an antique tea pot that sits on their dining table while they drink tea.

Q11 Describe two ways that Kara should demonstrate respect and sensitivity towards Mr and Mrs Chan when she visits them in their home?

Q12 During the home visit, Mrs Chan asks Kara if she would make her a cup of tea. Describe how Kara should demonstrate respect towards Mr and Mrs chin home and belongings?

Q13 Explain Karas responsibility in implementing Mrs Chans individual plan?

Q14. How could Kara support Mrs Chan to become more confident using her wheelchair?

Q15. Identify two policies, protocols and/or procedures that Kara must follow when

implementing Mrs Chans individual plan?

Case Study Thomasetti and Julia

Mrs Thomasetti has always been a quiet and withdrawn lady. She lives alone and has some distant family overseas. However, she has begun to withdraw more than usual into her own company. She rarely goes out, and lately the staff have been noticing a large number of empty beer bottles around her flat. She has stopped paying attention to her hair and clothes in the way she used to. Julia has been concerned about Mrs Thomasetti, and although she doesnt know the reasons, she feels that she may be suffering from depression.

Q16. Describe one way that Julia could report her observations about the changes in MrsThomasettis behaviour?

Q17. Why is it essential for Julia to tell her supervisor about her concerns for Mrs Thomasetti?

Q18. Describe two services/ or groups that Julia could support Mrs Thomasetti to access that will fullfil her unmet needs for social interaction?

Final Assessments-3 SIMULATION OBSERVATION (OBS)

Student & Assessor Cover Sheet

Student Name
Student ID
Date
Student Declaration	I have had time to practice before this assessment. The Assessor has gone through the Instructions and checklist on page 2 and I understand that this is a formal assessment. I understand I must demonstrate the skills myself and answer questions. I will do the practical as a simulation under supervision of the Assessor. I am ready for assessment and sign here.
Student Signature

PRACTICAL Assessment Results				Assessor initials
Result	Detail here main heading/part in checklist	(S)	(NYS)
		(S)	NYS)
		(S)	NYS)
		(S)	(NYS)
		(S)	(NYS)
Result (1st attempt)	YES NO Did student complete the tasks to satisfactory standard at 1st attempt?
Result (2nd attempt)	YES NO Did student complete the gap tasks to satisfactory standard at 2nd attempt? Please note items that were assessed at 2nd attempt
Result NYS	Note feedback provided if NYS:

Assessors Name
Assessor's Signature		Date
Assessor Comment:
Student Declaration	I have received the results and feedback for this practical assessment
Student Signature				Date

Key:

Satisfactory (S)

Not Yet Satisfactory (NYS)

Instructions to Student

• All Students will participate in a series of practical exercises set up and observed by the

• These exercises will be conducted by observation and

• To be satisfactory, candidates must demonstrate correct procedures and skill and application of knowledge for each part of the simulation.

Student to answer the following questions (Yes or No)

1	Do you understand how this assessment ties into the training?	Y	N
2	When/where the assessment going to take place and the conditions of the assessment?	Y	N
3	Are the WHS checks satisfactory and equipment ready for the assessment?	Y	N
4	Do you feel ready to do the assessment activity?	Y	N
5	Do you know that the assessment is not pass/fail? Do you know that you can do a re-sit if you are ready? The Assessor may set another time for gap assessment or follow up with open questions if there is doubt about your responses or demonstration of skills and knowledge in this practical. We expect candidates to be successful at the second attempt.	Y	N
6	Do you know you can appeal the assessment decision if you think it is not fair?
7	Do you have any special needs that we need to adjust for during this assessment?	Y	N

If you ticked NO for anything above, write more information here.

If you feel not ready for the assessment, talk to the Assessor and do not go ahead.

When you are ready, please sign the cover page.

Assessment Task 3: Simulation Observation Role Play

Scenario 1: Below is the attached Care Plan students to use as an information regarding the Client (one student to act as client and the other to act as a Home care Worker) and follow the interventions as stated in the care plan to complete the task.

• Students are requested to attend personal hygiene activities for Robert Smith and trainer to observe the act and mark off student by using the Observation Marking form. Students should demonstrate Knowledge to interpret a personal care support plan, including terminology, basic understanding/knowledge of human body systems, goals, objectives, actions

• Student is required to provide services to Robert at home or community support settings (Simulated Environment at NTA Simulation lab).

• Student is required to demonstrate the use of appropriate inter-personal skills:
  
  
  • establishing a positive relationship with the individual
  
  
  • seeking clarification of tasks
  
  
  • interpreting and following instructions
  
  
  

Q1. Assist client, as required, with any of the following activities:

1. showering the client in their home using appropriate equipment

1. Feeding the client and assisting with Cooking at

1. Used appropriate communication skills to build relationship, seeking clarifications and interpreting and following instructions.

Student 1: Mr Smith(Client)

Student 2: Carer

Student 3: Carer

Care Plus Home Care Services Nursing Care Plan	Name:	Robert
	Surname:	Smith	DOB	12/11/1945
	Section	C	Room No	13; BED : 1
	MRN/CRN	100434312
Diabetic
Communication
Preferred name: Mr Smith Care needs: Visual impairment

Goal: (expected outcome) Effective vision is maintained
Vision		Hearing
Aids	glasses magnifying glasses Clean and fit glasses daily Prompt to clean own glasses	Aids		hearing aids ( right /left ) Adjust volume daily Check batteries and clean aids daily
	Place objects in range of vision Read aloud menus/letters/documents Assist to write Assist to use telephone			Gain attention before speaking Speak loudly, clearly and directly Allow extra time for response Give step-by-step instructions Use repetition when difficulty persists
Other		Other
Eye care required Observe for eye discharge		Ear care required
Speech and language		Comprehension issues (For example: inappropriate responses)
Language/s spoken English
		Orientate Mr Smith to time and place
Speech disorder/s
	Translate for resident Take time to listen Initiate conversation Use language cards Use picture cards
Other
Mobility
Care needs: Impaired mobility Goal: (expected outcome) To maintain safe movement
Ambulation (walking)		Transfers
	ambulant (able to walk) non-ambulant (unable to walk)	independent weight bearing (able to stand) non-weight bearing (unable to stand) 1-staff assist 2-staff assist hip replacement knee replacement amputee ( left right )
Aids	walking stick Zimmer frame wheelchair quad stick	Aids	bed rail slide sheet gait belt hoist standing hoist

	wheeled walker			Hoist sling type and position of loop
Other					Other
		Provide direction Supervise movement Encourage to maintain mobility
Other
Toileting and continence Care needs: Urinary incontinence Goal: (expected outcome) Mr Lewis remain dry at all times

Continence
Bladder control	continent incontinent catheter ( occasionally frequently total incontinence )
Bladder management	fluid balance chart toilet (times 0800 1200 1600 2000 ) Other Prefers male care worker with toileting assistance
Bowel control	continent incontinent constipation colostomy ( occasionally frequently total incontinence )
Bowel management	high fibre diet encourage fluid intake aperients bowel chart
Continence aids	Day	Night
Toileting
Toileting aids	commode urinal Uridome kylie bed pan Other Urinal to be used at night
Toileting regime	independent supervise some assistance/prompt fully assist Adjust clothing Position on toiletEncourage self-care Clean perianal area Other Prefers male care worker to assist with toileting
Showering, dressing and grooming
Care needs: Inability to manage own shower and dressing Goal: (expected outcome) To maintain optimum hygiene levels
Shower and washing
	independent supervise some assistance/prompt fully assist shower bath spa bath bed sponge flannel wash Frequency Daily Preferred time 0800 Adjust water temperature Encourage to optimise self care Other Prefers male care worker for showering assistance

Transfer	walk to shower wheelchair Other :Pelican Belt
Showering aids	bath trolley shower chair Other
Toiletries	normal soap deodorant aqueous cream moisturiser ( am 8pm ) Other
Hair care	wash in shower wash in bath Preferred days: 2nd daily
Dressing and undressing
	independent supervise some assistance/prompt fully assist callipers splints Other
Cultural dressing	N/A
Dressing assistance	bra singlet buttons belt zips stockings socks jewellery make-up shoes Assist with selecting clothing Other
Grooming
Hair care	independent supervise some assistance/prompt fully assist Hairdresser Facial hair wet shave dry shave Frequency Daily Hair removal Frequency
Nail/foot care	independent supervise some assistance/prompt fully assist Podiatry visits 6 weekly. Do not cut nails RN or podiatrist only
Teeth	none some ( upper lower ) all Cleaning routine Toothbrush and paste: in morning after breakfast, in evening before bed
Dentures	none partial full ( upper lower ) Night in out Cleaning routine
Pressure area and skin care
Care needs: Goal: (expected outcome)
Norton Scale	Score [ ] low risk [ ] medium risk [ ] high risk
Pressure relief aids	bed cradle sheepskin cushion bedrail/protectors Other
Pressure area regime	Reposition in bed Reposition in chair Frequency special mattress (type ) personal chair Other/specific orders
Skin care	emollient cream to dry skin areas ( daily twice daily ) Preferred time/s 2000
Eating and drinking
Care needs: To maintain blood sugar at optimal levels

Goal: (expected outcome) Blood sugar levels will be within normal range for Mr Smith
Eating
	independent supervise some assistance/prompt fully assist right-handed left-handed
Preferred place to eat	dining room bedroom Other
Type of diet	normal soft modified soft (minced) puree
Special diet	high fibre diabetic enteral feeding (PEG/NGT)
Special instructions
Aids	modified crockery modified cutlery bowl lipped plate built up cutlery clothing protector Other
Drinking
	independent supervise some assistance/prompt fully assist right-handed left-handed
Aids	modified cup clothing protector
Thickened fluids	level 1 level 2 level 3 Type of thickener to be used
Sleep and settling routines
Care needs: Goal: (expected outcome)
	Usual time to rise 0700 Usual time to bed 2030 Rest time ( am 1pm ) Preferred sleeping position Pillows required
Sleep Aids	massage music hot packs Other
Room	light on door open door closed bedrail/protectors Other
Night-time patterns
Other preferences (For example: hot drinks or snacks)
Night checks	every hour every 2 hours Other
Specialised care plans
Refer to specialised care plans for	[X] Medications [ ] Pain management [ ] Wound care [ ] Therapy [ ] Restraint management
Social and human needs/activities
Care needs: Goal: (expected outcome)
Frequency of visit/contact by family/friends Family visit every weekend. Frequent visits by friends intermittently during the week also.

Religion beliefs/practices Anglican Pastoral requirements Attends place of worship (attends Anglican service at Care Plus Aged Care Facility) Cultural needs Hobbies/interests Reading, chess, classical music Employment history Retired Bank Manager
Behaviour
Care needs: Episodes of short term memory loss and confusion related to diagnosis of dementia Goal: (expected outcome) To reduce periods of confusion
Forgets meal times Orientate Mr Smith to time and place Gain attention before speaking Speak loudly, clearly and directly Allow extra time for response Give step-by-step instructions Use repetition when difficulty persists
Additional comments (For example: special needs, restraint, routines, pain, palliative care, pacemaker) Terminal care recorded Yes No
Date care plan evaluated (document in progress notes)		Signature
Interventions current and effective, nil changes made to care plan		Jai Seelam RN	Date: /. /.
Care Plus Aged Care Facility use only
Entered in progress notes	Date
Signed Review date	Print name		Position title

Practical Activities

1. You are required to demonstrate the correct procedure in showering a client who requires assistance with Showering and other Activities of Daily Living.

Showering (Knowledge & Skills Demonstration)
Instructions for demonstration
Materials and equipment Towels, clients clothing, face washer, toiletries, Shower cubicle, commode chair (if applicable), and personal items.
Observation
During the demonstration of skills, did the candidate:	Yes	No	Assessors Comments
Check client care plan for client capability and/or specific needs required?	o	o
Wash hands as per infection control procedures?	o	o
If there is a risk of exposure to bodily fluids wear gloves, wash hands, and remove waste as per infection control policy?	o	o
Introduce himself or herself to the client and explain status (i.e. AIN)?	o	o
Organise appropriate equipment?	o	o
Explain the procedure to the client?	o	o
Ensure the client has given informed consent to the procedure?	o	o
Involve client in procedure through offering choice and encouraging independence throughout?	o	o
Provide privacy and dignity throughout the procedure?	o	o
Ask for assistance from another colleague if required for lifts or transfer as per Manual Handling policy?	o	o
Assist client to shower cubicle appropriately, whilst maintaining dignity and privacy?	o	o

Communicate appropriately with client throughout procedure?	o	o
Ensure water is at an appropriate temperature, and comfortable for resident before using?	o	o
Sets up client appropriately for shower?	o	o
Respond to the clients needs throughout the procedure and maintain client safety at all times?	o	o
Ensure that independence was encouraged at all times?	o	o
Observe client for skin breakdown and reports any changes to appropriate person where applicable?	o	o
Shower client according to assistance required commencing from face and washing groin areas last?	o	o
Towel dry client completely before dressing as per assistance required?	o	o
Dress in appropriate clothing according to client choice, and weather conditions?	o	o
Allow resident to assist with own activities of daily living including grooming, brushing teeth/dentures, make-up?	o	o
Leave the client comfortable at the end of the procedure?	o	o
Wash hands according to infection control procedures?	o	o
Return &/or discard bed linen correctly and store client personal belongings & toiletries at end of the procedure?	o	o
Report any appropriate changes in clients condition?	o	o
ORAL ASSESSMENT Answered Appropriately: Yes No
1. Why might you not leave a client alone in the shower? Assessor to note answer given.				q	q

2. A client who has suffered from a stroke is asking for the water to be hotter. When you check the water you notice that it is already really hot, and would possibly burn them if turned up. What is your response and why? Assessor to note answer given.	q	q
The candidates overall performance met the required standard: Yes q No q
Comments/observations/feedback
Student signature:
Assessor signature: Date:

1. The candidate is required to setup and assist client with

Feeding a Resident
Instructions for demonstration
Observation
During the demonstration of skills, did the candidate:	Yes	No	Assessors Comments
Review resident records to check type of diet(i.e. Pureed, cutup etc) and level of assistance needed prior to commencement	o	o
Wash hands as per infection control procedures?	o	o
Introduce himself or herself to the resident?	o	o
Gives clear & relevant explanation to resident?	o	o
Positions resident appropriately?	o	o
Ensures residents clothing is protected appropriately?	o	o
Facilitates independent effort by the resident?	o	o
Places tray and food within easy reach (where appropriate)?	o	o
Ensures food temperature is appropriate	o	o
Sits with resident?	o	o

Paces procedure to suit resident?	o	o
Cuts food into bite size pieces (where appropriate diet type)	o	o
Leaves resident clean & tidy?	o	o
Re-positions resident appropriately?	o	o
Ends encounter appropriately?	o	o
Returns tray to mobile trolley or kitchen area?	o	o
Washes hands?	o	o
Report observations to RN?	o	o
Documents accurately in resident notes	o	o
ORAL ASSESSMENT Answered Appropriately: Yes No
1. Why is it important that a clients fluid and nutritional intake are monitored daily? Assessor to note answer given.				q	q
2. How can you encourage fluid/food intake? Assessor to note answer given.				q	q
3. If a residents family member or carer asked you if they could feed them, how would you respond? Assessor to note answer given.				q	q
The candidates overall performance met the required standard: Yes q No q
Comments/observations/feedback:
Student signature:
Assessor signature: Date:

1. For this activity you will be required to demonstrate your communication skills when dealing with a client at home. Your assessor will use the following checklist to ensure you meet the

Communication Skills Demonstration
Observation
During the demonstration of skills, did the candidate:		Yes	No	Assessors comments
Introduce themselves to client?		o	o
Maintain appropriate eye contact throughout conversation?		o	o
Ensure the environment was safe and comfortable for resident and self during interaction?		o	o
Maintain a relaxed and friendly approach during the interaction?		o	o
Maintain appropriate body language at all times?		o	o
Gain the residents trust appropriately prior to and during conversation?		o	o
Encourage appropriate conversation throughout interaction?		o	o
Re-orientate the resident as required throughout interaction?		o	o
Face resident throughout interaction?		o	o
Respond to resident appropriately?		o	o
Minimise distractions throughout the conversation?		o	o
Ensure resident was comfortable at completion of interaction?		o	o
Use simple, clear instructions &/or conversation during interaction?		o	o
Relieve any signs of distress or agitation using appropriate strategies?		o	o
Show empathy towards client throughout interaction?		o	o
Provide reassurance to client throughout conversation where required?		o	o
Leave the resident comfortable and safe at completion of interaction?		o	o
The candidates overall performance met the required standards: Yes o No o
Feedback to the student:
Students signature:
Assessors signature:
Date:

Scenario 2:

Below is the attached Care Plan students to use as an information regarding the Client (one student to act as client and the other to act as a Home care Worker) and follow the interventions as stated in the care plan to complete the task.

• Students are requested to attend personal hygiene activities for Liz and trainer to observe the act and mark off student by using the Observation Marking form. Students should demonstrate Knowledge to interpret a personal care support plan, including terminology, basic understanding/knowledge of human body systems, goals, objectives, actions

• Student is required to provide services to Liz at home or community support settings (Simulated Environment at NTA Simulation lab).

• Student is required to demonstrate the use of appropriate inter-personal skills:
  
  
  • establishing a positive relationship with the individual
  
  
  • seeking clarification of tasks
  
  
  • interpreting and following instructions
  
  
  

Q1. Assist client, as required, with any of the following activities:

1. You are required to demonstrate the correct procedure for transferring a client from bed to chair using the assistance of a mechanical lifter, in accordance with your organisational procedures Work Health and Safety procedures.

1. Used appropriate communication skills to build relationship, seeking clarifications and interpreting and following instructions.

Student 1: Mrs Liz(Client) Student 2: Carer

Student 3: Carer

1. Care Plan for Elizabeth Lancester:

Name: Elizabeth Surname: Lancester	DOB: 11/10/1932
Room No: 11	Date of Admission: 09/12/2006
Medicare No: 68827768687	Pension No: 32101000X
Care alerts (write in red) For example: allergies, drug reactions, smoker, falls risk, diabetic

Falls risk
Communication
Preferred name: Liz Care needs: visual impairment Goal: (expected outcome)
Vision		Hearing
Aids	glasses magnifying glasses Clean and fit glasses daily Able to clean own glasses	Aids	hearing aids ( right left ) Adjust volume daily Check batteries and clean aids daily
	Place objects in range of vision Read aloud menus/letters/documents Assist to write Assist to use telephone		Gain attention before speaking Speak loudly, clearly and directly Allow extra time for response Give step-by-step instructions Use repetition when difficulty persists
Other		Other
Eye care required		Ear care required
Speech and language		Comprehension issues (For example: inappropriate responses)
Language/s spoken English
		Responds inappropriately when angry
Speech disorder/s

	Translate for resident Take time to listen Initiate conversation Use language cards Use picture cards
Other
Mobility
Care needs: Unsteady gait related to previous alcohol abuse Goal: (expected outcome) Mobility will be safely maintained
Ambulation (walking)		Transfers
	ambulant (able to walk) non-ambulant (unable to walk)	independent weight bearing (able to stand) non-weight bearing (unable to stand) 1-staff assist 2-staff assist hip replacement knee replacement amputee ( left right )
Aids	walking stick zimmer frame wheelchair quad stick wheeled walker	Aids	bed rail slide sheet gait belt hoist standing hoist Hoist sling type and position of loop
Other		Other
	Provide direction Supervise movement Encourage to maintain mobility
Other
Toileting and continence

Care needs: Goal: (expected outcome)
Continence
Bladder control	continent incontinent catheter (occasionally frequently total incontinence)
Bladder management	fluid balance chart toilet (times ) Other
Bowel control	continent incontinent constipation colostomy ( occasionally frequently total incontinence )
Bowel management	high fibre diet encourage fluid intake aperients bowel chart
Continence aids	Day	Night
Toileting
Toileting aids	commode urinal uridomekylie bed pan Other
Toileting regime	independent supervise some assistance/prompt fully assist Adjust clothing Position on toilet Encourage self care Clean perianal area Other
Showering, dressing and grooming
Care needs: Goal: (expected outcome)
Shower and washing
	independent supervise some assistance/prompt fully assist shower bath spa bath bed sponge flannel wash Frequency Preferred time

	Adjust water temperature Encourage to optimise self care Other
Transfer	walk to shower wheelchair Other
Showering aids	bath trolley shower chair Other
Toiletries	normal soap deodorant aqueous cream moisturiser ( am pm ) Other
Hair care	wash in shower wash in bath Preferred days Sunday & Wednesday
Dressing and undressing
	independent supervise some assistance/prompt fully assist callipers splints Other
Cultural dressing
Dressing assistance	bra singlet buttons belt zips stockings socks jewellery make-up shoes Assist with selecting clothing Other
Grooming
Hair care	independent supervise some assistance/prompt fully assist Hairdresser Facial hair wet shave dry shave Frequency Hair removal Frequency weekly
Nail/foot care	independent supervise some assistance/prompt fully assist Podiatry visits monthly
Teeth	none some ( upper lower ) all Cleaning routine
Dentures	none partial full ( upper lower ) Night in out

	Cleaning routine
Pressure area and skin care
Care needs: Goal: (expected outcome)
Norton Scale	Score [ ] low risk [ ] medium risk [ ] high risk
Pressure relief aids	bed cradle sheepskin cushion bedrail/protectors Other
Pressure area regime	Reposition in bed Reposition in chair Frequency special mattress (type ) personal chair Other/specific orders
Skin care	emollient cream to dry skin areas ( daily twice daily ) Preferred time/s
Eating and drinking
Care needs: Goal: (expected outcome)
Eating
	independent supervise some assistance/prompt fully assist right-handed left-handed
Preferred place to eat	dining room bedroom Other on verandah
Type of diet	normal soft modified soft (minced) puree
Special diet	high fibre diabetic enteral feeding (PEG/NGT)
Special instructions
Aids	modified crockery modified cutlery bowl lipped plate built up cutlery clothing protector Other
Drinking

	independent supervise some assistance/prompt fully assist right-handed left-handed
Aids	modified cup clothing protector
Thickened fluids	level 1 level 2 level 3 Type of thickener to be used
Sleep and settling routines
Care needs: Goal: (expected outcome)
	Usual time to rise 0600 Usual time to bed 2200 Rest time ( am pm ) Preferred sleeping position Back Pillows required 2
Sleep Aids	massage music hot packs Other
Room	light on door open door closed bedrail/protectors Other
Night-time patterns	Wakes up frequently
Other preferences (For example: hot drinks or snacks)	Hot milk with 2 teaspoons of sugar
Night checks	every hour every 2 hours Other
Specialised care plans
Refer to specialised care plans for	[ X ] Medications [ ] Pain management [ ] Wound care [ X ] Therapy [ ] Restraint management
Social and human needs/activities
Care needs: Goal: (expected outcome)

Frequency of visit/contact by family/friends Has a close friend, Mary Black, who visits monthly Religion beliefs/practices R.C. Pastoral requirements Priest to visit Attends place of worship (day/s Saturdays ) Cultural needs Hobbies/interests Knitting, drawing and painting Employment history Barmaid for 30 years
Behaviour
Care needs: Periods of aggressive behaviour Goal: (expected outcome) Maintain safety and comfort during outbursts of aggression
Encourage Elizabeth to go to her room when she displays aggressive behaviour
Additional comments (For example: special needs, restraint, routines, pain, palliative care, pacemaker) Terminal care recorded Yes No
Date care plan evaluated (document in progress notes)	Signature
	Name: ( p/title )
Care Plus Aged Care Facility use only
Entered in progress notes Date
Signed (P/title) Print name Position title Review date every 3 months

1. You are required to demonstrate the correct procedure for transferring a client from bed to chair using the assistance of a mechanical lifter, in accordance with your organisational procedures Work Health and Safety procedures.

MANUAL HANDLING: USE OF A MECHANICAL LIFTER (KNOWLEDGE & SKILLS DEMONSTRATION)

Instructions for demonstration

Materials and equipment Mechanical lifter (also known as Stand Aid lifter, pixel lifter, &/or patient hoist), Patient, Bed, Chair, and assistant if required.
PLEASE INDICATE TYPE OF MECHANICAL LIFTER USED:
Observation
During the demonstration of skills, did the candidate:	Yes	No	Assessors Comments
Check client care plan and select appropriate lift type?	o	o
Explain how you identify the appropriate sling to use	o	o
Use an assistant at all times throughout the procedure?	o	o
Wash hands as per infection control procedures?	o	o
Introduce himself or herself to the client?	o	o
Organise equipment & ensure surrounding environment is uncluttered?	o	o
Explain the procedure to the client &/or assistant?	o	o
Ensure the client has given consent to the procedure?	o	o
Provide privacy and dignity throughout the procedure?	o	o
Adjust the bed to the correct height before commencing?	o	o
Maintain Manual Handling principles at all times throughout the procedure; i.e. Bent knees, straight back, load close?	o	o
Check working order of lifter prior to lift?	o	o
Place the mechanical lifter sling on the client correctly?	o	o
Co-ordinate the transfer and instructions with the client & assistant throughout the procedure?	o	o

Respond to the clients needs throughout the procedure?	o	o
Reassure client throughout the procedure?	o	o
Leave the client comfortable at the end of the procedure?	o	o
Wash hands according to infection control procedures?	o	o
Remove and store equipment appropriately on completion of the procedure?	o	o
Report any appropriate changes in clients condition?	o	o
ORAL ASSESSMENT Answered appropriately: Yes No
1. Give an example of a mechanical lifting device other than the one you have used today, and give an example of a situation in which you would need to use it. Assessor to note answer given				q	q
2. Give an example of another situation where you might require the equipment you have used today? Assessor to note answer given				q	q
3. If you noticed the mechanical lifter was broken what would you do? Assessor to note answer given				q	q
The candidates overall performance met the required standard: Yes q No q
Comments/observations/feedback:
Student signature:
Assessor signature:			Date:

1. Used appropriate Interpersonal skills to build relationship, seeking clarifications and interpreting and following instructions.

Interpersonal Skills Demonstration
Observation
During the demonstration of skills, did the candidate:		Yes	No	Assessors comments
The student has looked at the individual client plan and understood his responsibilities here?		o	o
The student has demonstrated an understanding of what security protocols are in place at this clients home?		o	o
The student has demonstrated an understanding of What (if any) potential hazards can you identify in this room?		o	o
The student has demonstrated an understanding of What are the potential risks to the client in this situation?		o	o
The student has demonstrated an understanding of What are the potential risks to yourself in this situation?		o	o
The student has demonstrated an understanding of How can you minimise these risks in this situation?		o	o
The student has demonstrated an understanding of how to Check that the client has a smoke alarm that is effective. Could you do anything to improve fire safety for the client?		o	o
Look back on your visit were there any limitations e.g. a task that a client asked you to do that was not part of your duty?		o	o
The student understands What aspects of your care were person- centred or consumer directed?		o	o
The student was able to empower the client and give them dignity of risk?
Write up and file your report/notes on the visit using your organisational standards for documentation bear in mind confidentiality and disclosure requirements		o	o
The candidates overall performance met the required standards: Yes o No o
Feedback to the student:
Students signature:
Assessors signature:
Date:

ASSESSMENT METHOD 4: WORKPLACE OBSERVATIONS

Your WAP contains two forms that need to be completed: a. Work place Attendance Report b. Observation Checklist used to assess the following areas:

Assessment Record

Candidate Name:
Assessor Name:
Location:		Date:
CHCHCS001 Provide home and Community Support Services
Circle answer
The candidates written short answer questions were:	Satisfactory	Not Yet Satisfactory
The candidates project was:	Satisfactory	Not Yet Satisfactory
The candidates observational Assessment was:	Satisfactory	Not Yet Satisfactory
The candidates work placement assessments were:	Satisfactory	Not Yet Satisfactory
The candidates overall result was:	Competent	Not Yet Competent
Comments:
Assessors Signature:		Date:

Student Feedback Form

Candidates Name:
Unit:	CHCHCS001 Provide home and Community Support Services
Assessors Name:
Assessment Date:
Please provide us some feedback on your assessment process. Information provided on this form is used for evaluation of our assessment systems and processes. This information is confidential and is not released to any external parties without your written consent.
Please tick Yes or No for the questions below:		Yes	No
Did you receive information about the assessment prior to the date?
Were the instructions to the assessment clear and easy to understand?
Did you understand the purpose of the assessment?
Were you advised of the performance criteria?
Were you advised of the process of the assessment?
Were there any surprises in your assessment?
Did you feel the assessment was fair?
Was your assessor professional?
Did you feel the assessment was accurate?
Were you comfortable with the outcome?
Did you receive feedback about your assessment?
If you answered no to any of the above questions are you aware of the appeals process?
Comments:

Thank you