Provide individualised support
- Subject Code :
CHCCCS015
- Country :
Australia
CHCCCS015
Provide individualised support
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 page.
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 e.g. reports, role plays, work samples
- Portfolios annotated and validated
- Questioning
- Third party evidence.
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.
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 clarification.
- Mark answers in black ink ONLY.
- 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 time.
- Briefly answer the questions below in the spaces provided. 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: What is individualised plan? Why is it important to apply organization policies, protocols and procedures when developing care plan for an individual?
Q2: Give (3) threreasons of why is it important to confirm all the support activities with the client and family when developing?
|
1 |
|
2 |
|
3 |
Q3: Why is it important to develop support activities in a care plan that promote clients
participation and independence?
Q4: What would you do if part of a persons individualised plan requires support with a task that is outside the scope of your own knowledge, skills or job role?
Q5: Summarise the following:
- Person-centred practice
- Strengths-based practice
- Active support
|
a |
|
b |
|
c |
Q6: It is essential to ensure that your clients are aware of their rights. In general, outline the right
Q7: It is important to ensure that your clients are aware of the complaints procedure. Summarise the complaints procedure that is in place within your own organization?
Q8: List at least (3) three examples of
-
- cultural needs of a client?
- physical and sensory needs of a client?
|
CULTURAL NEEDS |
PHYSICAL NEEDS |
SENSORY NEEDS |
|
1. |
1. |
1. |
|
2. |
2. |
2. |
|
3. |
3. |
3. |
Q9: Give (4) four examples of the actions and activities that can support a clients
individualised plan?
|
1 |
|
2 |
|
3 |
|
4 |
Q10: Identify a typical aspect of a clients individualised care plan. What is it?
What are the clients preferences or strengths regarding this?
What are the organisational policies and procedures regarding this?
Q11: List (3) three communication techniques that could be used to develop and maintain trust of the client?
|
1 |
|
2 |
|
3 |
Q12: An elderly client is still living alone in the house theyve lived in for 40 years. They are getting to the stage where the stairs are difficult to tackle on a daily basis and they have resorted to sleeping in their armchair every now and then. They are not ready to move out of their beloved home into a more practical bungalow. What equipment could help them remain in the home? How would you need to assemble this?
Q13: What is duty of care and Dignity of risk?
Q14: When you are providing assistance to a person to help maintain a safe and healthy environment, what would you do if you identify situations of risk or potential risk?
Q15: Give an example of a strategy you would use to help minimise an environmental hazard such as slippery or uneven floor surfaces?
Q16: Outline the different ways in which you can maintain a clean environment for your clients. Describe what a comfortable environment should include.
Q17: It is essential to respect clients individual differences. Give (3) three examples of the different ways that you can do this to maintain their dignity and privacy whilst providing them with support.
|
1 |
|
2 |
|
3 |
Q18: Explain how you would monitor your own work to ensure the required standard of support is maintained.
Q19: List (5) five examples of aspects within an individualised care plan that may need reviewing. Be as specific as you can.
|
1 |
|
2 |
|
3 |
|
4 |
|
5 |
Q20: Where would store the client files in care settings to ensure the information of the client is kept confidential at all times?
Q21: Define self-determination. How can you ensure that you support your clients self- determination when in discussion with them and your supervisor?
Q22: When completing documentation and reporting you need to ensure that you comply with legislation. List at least (2) two requirements you must comply with?
Q23: Why is it important to refer and report signs of additional or unmet needs?
Q24: Mr. Joseph Stan was born on 12th May 1945, you are the nurse looking after Mr. Stan and he had a fall and has injured his head, whom do you report and how would you document in progress notes. (Use organization policies how do you write in the progress notes). Is it mandatory to report a fall?
|
Star Community Care Facility PROGRESS NOTES |
NAME: |
|
|
SURNAME: |
||
|
DOB: |
||
|
ROOM NO: MRN: |
||
|
DATE/TIME |
All entries must be signed and designation recorded |
|
Q25: What steps can you take to support a person who believes they have been discriminated against?
END OF QUESTIONS
THANK YOU - HAND IN YOUR WORK MAKE SURE THE COVER PAGE IS SIGNED
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 class.
- 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: You work with a number of people with different needs and there are certain areas where some people require support. Below are two scenarios outlining the types of support Roger and Mary need. For each scenario you are to outline the steps you would put in place, or suggestions you would make to help each person find support.
Q1: Roger is a 40-year-old male with an intellectual disability who is currently living in a group home. Roger has become very self-sufficient and has learned to cook, do his own shopping and washing. For a few years Roger has wanted to move to a flat so he could live by himself and this dream can now become reality as he has recently inherited some money which will allow him to be more financially independent and self-supporting. Roger currently works at a nursery and would like to live in a place where there is good public transport so he can travel to work easily. Roger needs support to help him find some suitable accommodation. He is unsure if he will have to rent a flat or if he can afford to purchase one. This is where you will need to give some support and advice.
You are required to outline what you would do to help Roger. What community advisory centres exist in your area that may be able to give financial advice if this is not within your skill and knowledge range? How would you help him look for a new flat, either a rental or one for sale? Outline what you would do to help support Roger find suitable options for him. What other elements need to be considered such as electricity, gas etc.? How would you explain to Roger how long these processes take?
Q2: Mary is 70 years old and lives alone in a retirement village. Mary recently had a fall and injured her hip and is about to leave the hospital and return home. As she is unable to stand for long periods of time, Mary requires support to do cleaning, laundry and cooking around her home but is unsure who to ask for help. Mary has asked you to support her to find suitable organizations that can help with domestic help.
You are required to outline the organizations that are available in your area to help Mary with her laundry, cleaning and cooking. What are her options? What are the costs? Are there benefits that will pay for these? Mary also has concerns about receiving delivered meals. Are they hot or cold? What time would they be delivered each day? What happens at weekends/public holidays? Are the meals pre-cooked and frozen or delivered fresh? Put together all of the above information so that you can present it to Mary and explain the options to her.
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 Assessor.
- These exercises will be conducted by observation and questioning.
- 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 3: SIMULATION OBSERVATION
Obs 1:
|
Observation Assessment Instructions: |
Student 2: Nurse
|
|
Practical Assessment Instructions: |
|
All Students: Role Play Scenario: The students works at an Care Plus aged care centre, to help facilitate consistency and relationship building each care worker normally cares and supports the same people. However, one of the students colleagues (Michael Davis) has left the organisation to move inter- state and the student is now required to take over the support of one of the people he worked with named Elizabeth Leicester(Liz). Role Play Instructions: A fellow classmate or colleague is to play the role of Elizabeth Leicester. The student has been introduced to Liz and now the student must have a conversation with Liz and try to build rapport and establish a relationship. The student must also discuss the ongoing relevance of the care plan with Liz and then finally complete all relevant documentation. The student and person who plays the role of Liz must read the care plan (Appendix A - that follows) and try to act in these roles. The last time the care plan was revised was three months ago and since then there has been two areas where Liz may need extra care with that she didnt have before. One of the other carers commented that it may be helpful for Liz to have a wheeled walker as she has been having difficulty with walking since her knee replacement. Liz has also been forgetting to brush her teeth in the evening and after meals and so may need a reminder for this. The student is to have the introduction meeting with Liz and go through the care plan to assess if there are other changes that need to be made other than or in addition to the two previously mentioned. If the result of the assessment is that you are Not Yet Satisfactory, you may be required to retake the assessment. |
|
Resources required for Practical Assessment |
|
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:
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
|
Language/s spoken English |
Comprehension issues (For example: inappropriate responses) |
|||
|
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 |
|
|
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 ) |
|
|
Star Aged Care Facility use only |
|
|
Entered in progress notes Date |
|
|
Signed (P/title) Print name Position title Review date every 3 months |
|
Q1. Briefly describe the needs of liz with communication, Mobility, Personal Hygeine, Toileting and Nutritional needs in the form below
|
Practical Assessment Marking Form S = Satisfactory NYS = Not Yet Satisfactory NA =Not Assessed Tick appropriate column |
||||
|
Communication |
S |
NYS |
NA |
Comments/Observations |
|
Mobility |
||||
|
Nutrition |
||||
|
Grooming |
||||
|
Dressing/Undressing |
|
showering |
|||||
|
The students performance was: |
Satisfactory |
Not Satisfactory |
|||
Scenario 2: Care Plan for Robert Smith
|
Name: Robert Surname: Smith |
DOB: 11/10/1944 |
|
Room No: 11 |
Date of Admission: 09/12/2008 |
|
Medicare No: 68827768687 |
Pension No: 32101000X |
|
Care alerts (write in red) For example: allergies, drug reactions, smoker, falls risk, diabetic |
|
|
Communication |
|
|
Preferred name: Jessie |
|
|
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 Uri-dome kylie 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 named 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 Robert to go to his room when he 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: ( title ) |
|
|
Star Aged Care Facility use only |
|
|
Entered in progress notes Date |
|
|
Signed Print name Position title Review date every 3 months |
|
Q2: Briefly describe the needs of Robert with Technical skills and sleep.
|
Practical Assessment Marking Form S = Satisfactory NYS = Not Yet Satisfactory NA =Not Assessed Tick appropriate column |
||||
|
Technical Care Skills |
S |
NYS |
NA |
Comments/Observations |
|
Medications |
||||
|
Wound Management |
|||||
|
Pressure Area care |
|||||
|
The students performance was: |
Satisfactory |
Not Satisfactory |
|||
ASSESSMENT METHOD 4: WORKPLACE OBSERVATIONS
Assessment Record
|
Students Name: |
||
|
Assessor Name: |
||
|
Location: |
Date: |
|
|
CHCCCS015 PROVIDE INDIVIDUALISED SUPPORT |
||
|
Circle answer |
||
|
The students written short answer questions were: |
Satisfactory |
Not Yet Satisfactory |
|
The students project was: |
Satisfactory |
Not Yet Satisfactory |
|
The students observational Assessment was: |
Satisfactory |
Not Yet Satisfactory |
|
The students work placement assessments were: |
Satisfactory |
Not Yet Satisfactory |
|
The students overall result was: |
Competent |
Not Yet Competent |
|
Comments: |
||
|
Assessors Signature: |
Date: |
|
