Student Name Student Number Unit Code/s & Name/s CHCAGE001 Facilitate the empowerment of older peopleCHCCCS015 Provide Individualised Support

Student Name Student Number Unit Code/s & Name/s CHCAGE001 Facilitate the empowerment of older peopleCHCCCS015 Provide Individualised Support

CHCCCS023 Support independence and wellbeing

Cluster Name If applicable Enabling Cluster

Assessment Type In the workplace Simulated environment Role Play

Assessment Name Role Play and Written documentation only for CHCAGE001 Assessment Task No. 3 of 4

Date of Observation / /

Student Declaration I have been provided with instructions about the assessment task to be undertaken.

Student Signature Check box if this assessment is conducted online.

Assessor Feedback:

Attempt 1 Satisfactory Unsatisfactory Date / /

Assessor Name Assessor Signature Student provided with feedback and reassessment arrangements (check box when completed) Date scheduled for reassessment / /

Attempt 2 Satisfactory Unsatisfactory Date / /

Assessor Name Assessor Signature Note to Assessor: Please record any reasonable adjustment that has occurred to this assessment.

PRIVACY STATEMENT: TAFE Queensland is collecting your personal information on this form for the purpose of assessment. In accordance with the Information Privacy Act 2009 (Qld), your personal information will only be accessed by staff employed by TAFE Queensland for the purposes of conducting assessment. Your information will not be provided to any other person or agency unless you have provided TAFE Queensland with permission, if authorised under our Privacy Policy (available at https://tafeqld.edu.au/global/privacy-policy.html) or disclosure is otherwise permitted or required by law. Your information will be stored securely. If you wish to access or correct any of your information, discuss how it has been managed or have a concern or complaint about the way the information has been collected, used, stored, or disclosed, please contact the TAFE Queensland Privacy Officer at privacy@tafeqld.edu.au

Instructions to Student General Instructions:

This activity is an OBSERVATION of a role play with supporting WRITTEN documentation.

This assessment must be conducted at an LLN level at the standard expected within the residential or community services context but also taking into account the needs of the student.

This assessment must be completed prior to commencing AT4 in the workplaceScenario: You work in a Day Respite Centre.

Today there are two (2) clients attending: One client has early onset dementia and one client has a hearing impairment. All clients require you to pick them up from their preferred pick up address. This is the first time the clients have met.

Your teacher will allocate you into groups of six (6).

Within your group, decide who will take the role of the following parts:

One (1) Supervisor

Two (2) Support Workers

One (1) Family member and/or carer

Two (2) Clients

Client 1: with early onset dementia,

Client 2: with a hearing impairment

NB: Each student is required to play the role of the Supervisor / Support Worker to meet the marking requirements.

Download the AT3 Respite Centre Individual Plans document from Connect and read through the two (2) clients Individual Plans.

Each student will be required to read the clients care plan identifying the physical, emotional and psychological needs. With this information, plan and provide a social activity suitable for all of the clients. Remembering Client 1 has early onset dementia and Client 2 has a hearing impairment.

Each student is required to present their ideas to the group who will then decide on a suitable activity meeting the needs of all the clients. Note: All the clients will participate in this 1 (one) activity For Task 1 you will need to explain why this activity is suitable for each client. This social activity should be able to last for half an hour. Your role play itself should last for about 10 minutes.

As a group, you are to read through the Role Play Scenario - general instructions - to ensure you understand how you will be observed during the demonstration and read through Task 2 and Task 3 (below).

The group will then need to develop a plan of how the demonstration will be delivered (if preferred you could write a script). Each student should have clear understanding of the purpose of their role. The teacher will have a range of activities to select from, or you may choose to supple one of your own.

Conduct the interactions and social activity, ensuring that each student respectfully and accurately represents their assigned role.

As the social activity ends, Dan requests to speak to the Support Workers. Dan says that he feels that the organisation is treating me unfairly because of my dysphagia and not offering me the range of food that others can have when visiting the centre. Students are to demonstrate this conversation with Dan and how he will be supported to lodge this complaint to reach a suitable resolution.

After the demonstrations, complete the Written Tasks 1, 2 & 3 (instructions below). Each written task must be the individual students work and not to be submitted as a group written submission.

Three (3) written tasks will need to be uploaded to Connect after the completion of the role play. Please see tasks.

Task 1:

Provide a written explanation that describes why this activity is suitable for each client.

Task 2:

After the activity, you will need to complete progress notes (attached) as a part of the review process. One (1) report for each client.

Task 3:

Identify a risk associated with the social activity and complete the risk assessment form. (e.g. Would using scissors be a risk and if so how would it be managed).

You will be allocated class/preparation time for the planning of this assessment. All group members must participate in planning. The assessment due date will be as outlined in the Unit Study Guide. Make sure you cover all aspects of the marking criteria (see Assessment Task 3 on Connect for Marking Criteria document) for a satisfactory result.

Observation Questions

Your assessor will also ask a number of questions to evaluate your understanding of the practical tasks you are required to demonstrate. Your responses to these questions will be recorded and will form part of this assessment.

Work, Health and Safety:

You are required to (and will be assessed for) observing the WHS requirements of the assessment environment. This includes:

Wearing the correct PPE.

Following WHS signs, barriers, required PPE, etc.

Safely handle equipment and materials.

Following other standard and safe operating procedures as required.

Number of Attempts:

You will receive up to two (2) attempts at this assessment task. Should your 1st attempt be unsatisfactory (U), your teacher will provide feedback and will arrange a date for your 2nd attempt. If your 2nd attempt is unsatisfactory (U), or you fail to attend on the date scheduled for the 2nd attempt, you will receive an overall unsatisfactory result for this assessment task. Only one re-assessment attempt may be granted for each assessment task. For more information, refer to the Student Rules.

Assessment Criteria:

To achieve a satisfactory result, your assessor will be looking for your ability to demonstrate the key skills/tasks/knowledge detailed in the Observation Checklist to an acceptable industry standard.

Reasonable adjustment:

Reasonable Adjustment can be made to the assessment tasks to ensure equity in assessment.If you have identified that you have a particular need please ensure that you have discussed with your assessor the possibility of reasonable adjustment.

Instructions to Assessor This assessment must be demonstrated in a simulated environment before undertaking Vocational Placement.

This assessment is a compulsory component of Cluster 1 Enabling (Ageing and Community Care Stream).

The following assessment conditions must be met:

Use of suitable facilities, equipment and resources including:

Ensure that a WHS area is prepared in classroom or labs to enable assessment activity completionComplete Risk Matrix for environment to ensure safetyFollow all relevant organisation policies and procedures ( eg WHS, Communication)

Supply all relevant aids to assist with independent living (as listed as being required in the individual plans)

If you are planning to complete this assessment task over more than 1 session, students must be notified prior to commencementThis assessment must be conducted at an LLN level at the standard expected for support workers in residential or community context but also taking into account the needs of the studentInform the student of the activity they are required to undertakeInform the student to take note of the general instructions providedProvide a range of activities/games that the students could choose from for example cards, bowls, quoits. Or students may bring an activity of their ownObserve the student performing the set activityComplete the Observation Checklist for each task. A satisfactory result for each task is only achieved after a satisfactory result for each line. Once completed, upload the feedback to Connect or file the hardcopy document on student file, ensuring a copy has been provided to the student.

Work Health and Safety:

A work health and safety check of the assessment environment is to be conducted prior to the assessment and any hazards addressed appropriately.

Observation questions

Use the questions provided to evaluate the students application of knowledge and understanding of the task performed. Record the student responses to each question in the spaces provided. The questions assess the students understanding when facilitating the empowerment of older people.

Questions 1 and 2 may be asked once during the entire observation.

Refer to the Benchmark Answers to ensure objectivity and consistency.

Assessment Criteria:

To achieve an overall satisfactory result for this assessment, you must:

Record a satisfactory result for each Task activityRecord a satisfactory result for all observation questions.

Assessor Requirements

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Note to Student An overview of all Assessment Tasks relevant to this unit is located in the Unit Study Guide.

Role Play General Instructions

The following are general instructions to assist you with the Role Play Scenario.

1.Use of appropriate communication skills when interacting with person, carer/family and confirm if client care and individualised care plan need changes

2.Introduce person to others in the group and show respect for each persons social, cultural and spiritual differences

3.Provide assistance to the person to participate in the activity using positive and supportive communication and follow workplace client confidentiality and privacy policies and procedures when obtaining consent, clearly explaining activity and encouraging involvement

4.Consult client and their family/and or carer on physical and social enablers and disablers that can impact on clients health outcomes and quality of life

5.Encourage client to embrace support services and safely use mobility aids and other activity equipment provided to achieve goals during the social activity and better health outcomes

6.Use appropriate communication skills to discuss and promote support services that meet the clients need by identifying others in the group with common interests and supporting them to assist or participate in the activity with the person.

7.Use communication skills and interpersonal techniques to:

encourage the client to express their individuality and personal preferences without external influences

indicate types of behaviours which are not appropriate to the situationmake necessary adjustments to ensure that services provided is to their preference

8.Ensure support services provided meet workplace policies, procedures and duty of care including:

Assisting client to understand their rights and process to make complaintsDelivering support services that upholds clients rightsIdentifying and responding to human rights breaches

Assisting client to access other relevant support services

9.Able to recognise signs if client is showing signs of financial, physical or emotional abuse or neglect and take immediate action by reporting to appropriate person

10.Provide support to the person to embrace social inclusion and actively contribute to the group or activity, not just their physical presence by ensuring appropriate resources and/or information are available

11.Provide support services that maximises and promote healthy lifestyle practices e.g. offering choice, mobility to the person impacted by changes associated with ageing to maintain their independence during social activity

12.Students participated in discussion with the person and supervisor in a manner that promotes the older persons self-determination, health and re-ablement

13.Able to recognise and respond appropriately to situations of risk or potential risk during the social activity

14.Complete and submit an explanation that shows the activity selected met each persons individual strengths and preferences

15.Complete and submit progress notes

16.Complete and submit risk assessment

17.Comply with legal and ethical requirements during demonstration Privacy, confidentiality, duty of care, dignity of risks, human rights, non-discriminatory, work role boundaries, health and safety, complaints procedure, policies and procedures

Written Task

Task 1

Explain why the demonstrated social activity is a suitable activity for:

A client with dementia:

A client who has a hearing impairment

Task 2

AGED CARE RESORT

Progress Notes

Sex: (please tick)

Male

Female Surname: Given name (s): Ward: Room #: DOB: Date Notes Signature and Designation

AGED CARE RESORT

Progress Notes

Sex: (please tick)

Male

Female Surname: Given name (s): Ward: Room #: DOB: Date Notes Signature and Designation

Task 3 - Risk Assessment Tool

Print Name: Date: Position: Work unit: Using the below table and ratings to determine the likelihood and impact of the risk:

Likelihood of happening IMPACT

INSIGNIFICANT MINOR MODERATE HIGH EXTREME

RARE 1 2 3 4 5

UNLIKELY 1 2 3 4 4

POSSIBLE 1 3 4 5 5

VERY LIKELY 3 4 4 5 5

ALMOST CERTAIN 4 4 5 5 5

Now the likelihood and impact has been determined, use the table below to ascertain the action that is required.

Extreme risk 5 Immediate action required inform risk manager immediately

High risk 4 Senior management attention needed Inform risk manager

Moderate risk 3 Work unit management responsibility

Low risk 1 & 2 Manage by routine procedures

Date: Risk Assessor: Describe the hazard/risk: Risk level: How may it happen Possible outcome Likelihood & Impact Score

Action Taken By whom Date

Observation Checklist (Single Observation)

Instructions:

Where there is multiple sub-points for an observation criteria and a student does not satisfactorily demonstrate all of the sub-points listed, please provide feedback to the student by identifying which of the sub-points were not demonstrated satisfactorily. Attempt 1 Attempt 2

Date

__/__/__ Date

__/__/__

During the demonstration of skills, did the student satisfactorily: Y N Y N

Greet and respectfully communicate with client, carer and family and confirm any possible changes to client care and individualised care plan showing interest in the person and what they are saying

Introducing the person to other people in the group using various communication techniques demonstrating respect and goodwill. Communication techniques should include demonstrating rapport with people, turn taking in conversation, concluding or leaving a conversation and unconditional positive regard.

Assisting the person in participating in the activity with the use of positive and supportive communication - obtains consent, explains the activity, encourages involvement, understands non-verbal communication and ensure that workplace confidentiality and privacy policies are followed at all times

Consults client and their family/and or carer on physical and social enablers and disablers impacting on clients health outcomes and quality of life. Consultation techniques may include open ended questioning, information sharing and solution focused approaches.

Support clients to achieve desired goals during the social activity. including ensuring safely using mobility aids (e.g. walker, wheelchair, stick, scooter) and other activity-related equipment (physical support, emotional encouragement) in a confident yet unobtrusive way. Student will understand desired goals from reference to the individual plan.

Reading individual plans and identifying each individuals social, cultural and spiritual requirements and able to discuss individuals requirements with them and other staff to ensure effective support.

Finding others in the group who have common interests with the person and supporting them to assist or participate with the person in the activity, using linking communication techniques.

Ensuring all interactions demonstrate a respect for common interests and attributes and individual differences. Fostering an inclusive environment through inclusive language, room set up (removal of barriers, welcoming layout and incorporating supports to assist the individual.

Modelling appropriate social behaviour to the person while in the environment and indicating to the person the types of behaviours which are not appropriate to the situation. Appropriate social behaviour listening skills, turn taking in conversations, ensuring access to activity items as examples

Provides support services according to policies, procedures and duty of care including Assists client to understand their rights and process to make complaints and who complaints can be made to for actioning

Delivers support services that uphold clients rights in accordance with legislations and standards

Identifies and responds to human rights breaches in accordance with legislations and standards

Assists clients to access other relevant support services

Recognises signs of financial, physical or emotional abuse or neglect show by client, immediate action taken and reported

Provides communication and physical support to the person to embrace social inclusion and actively contribute to the group or activity, not just their physical presence by making appropriate resources available and using communication to guide and support

Provides support services that maximise and promote healthy lifestyle practices e.g. offering choice, mobility to the person impacted by changes associated with ageing to maintain their independence during social activity

Students participated in discussion with the person and supervisor in a manner that promotes the older persons self- determination, health and re-ablement (e.g. providing choice, waiting for response)

Recognises and responds appropriately to situations of risk or potential risk during the social activity using positive confident and collaborative language which supports the participation and engagement of the individual

Explanation provided on suitability of activity for clients that meets individual strengths and preferences completed and submitted in written format

Progress notes completed and submitted to assessor

Risk assessment completed and submitted to assessor

Followed legal and ethical requirements during demonstration Privacy, confidentiality, duty of care, dignity of risks, human rights, non-discriminatory, work role boundaries, health and safety, complaints procedure, policies and procedures as examples.

Based on the criteria demonstrated above, the student performance was: S U S U

Feedback on Performance

Observation Questions

Instruction to the Assessor: Record the students response in the space provided. Identify where a question is not required to be asked. Refer to the prepared Benchmark Answers.

Did the student provide a satisfactory answer to the following questions: Attempt 1 Attempt 2

Y N Y N

Give two (2) examples of how you recognise risk or potential risk situations and what action will you take to respond to this?

Student Response: Types of assistance provided to enable the person to embrace the changes that ageing can impact on their quality of life and living activities include a) promoting dignity and respect, b) considering the needs of the diverse older person, c) remaining non-judgemental and d) considering best practices. You are to select two (2) from a, b, c and d and provide a brief explanation for each.

Student Response: