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CHC33015 Certificate III in

Individual Support

Specialising in Ageing

Support Independence and Wellbeing

V1.0 Produced 12 May 2016

Copyright © 2016 Compliant Learning Resources. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system other than

pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the prior written permission of Compliant Learning Resources A

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Assessment Workbook 1 Version No.1.0 Produced 12 May 2016 © Compliant Learning Resources

Version control & document history

Date Summary of modifications made Version

12 May 2016 Version 1 final produced following assessment validation. 1.0

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TABLE OF CONTENTS

This is an interactive table of contents. If you are viewing this document in Acrobat, clicking on a heading will transfer you to that page. If you have this document open in Word you will need to hold down the Control key while clicking for this to work.

INSTRUCTIONS ........................................................................... 4

WHAT IS COMPETENCY BASED ASSESSMENT .................................... 5

THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED

TRAINING .................................................................................. 6

THE DIMENSIONS OF COMPETENCY ................................................ 7

REASONABLE ADJUSTMENT .......................................................... 8

THE UNITS OF COMPETENCY .......................................................10

ASSESSMENT REQUIREMENTS...................................................... 11

ASSESSMENT METHODS .............................................................. 11

RESOURCES NEEDED FOR ASSESSMENT ......................................... 12

PRESENTATION ......................................................................... 13

ASSESSMENT WORKBOOK COVER SHEET ....................................... 14

KNOWLEDGE ASSESSMENT .......................................................... 15

Part 1: Individualised Support.................................................................................. 15 Part 2: Independence and Wellbeing ....................................................................... 25 Part 3: Healthy Body Systems .................................................................................. 38

CASE STUDY ............................................................................ 58

Case Study 1: Abraham Chatzkel .............................................................................. 58 Case Study 2: Judith Comet ..................................................................................... 75 Case Study 3: Maximilian Mills ................................................................................ 86

WORKBOOK CHECKLIST ............................................................ 90

FEEDBACK ................................................................................ 91

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INSTRUCTIONS

This assessment workbook, together with the skills workbook, addresses all the

competency requirements of the following units:

CHCCCS015 Provide individualised support

CHCCCS023 Support independence and well being

HLTAAP001 Recognise healthy body systems

This workbook is divided into two parts:

1) The Knowledge Assessment, covering the following topics:

a. Individualised support

b. Independence and wellbeing

c. Healthy body systems

2) Practical assessment, covering the following case studies:

a. Abraham Chatzkel*

b. Judith Comet*

c. Maximilian Mills

*Please take note that you will require access to a video recorder to document your

completion of the role playing activities included in these case studies. You will also

require the participation of volunteer/s to play the role of (1) a supervisor, (2) a

carer/family member, and (3) a client. These may be the same person.

You must answer all questions using your own words. However you may

reference your learner guide to complete this assessment.

Requirements for satisfactory completion

For a ‘satisfactory’ result for each component of this workbook, all tasks must be

addressed to a ‘satisfactory’ standard. It is important you;

a) Provide responses using complete sentences, making direct reference to the

question.

b) Specifically address all parts of the question providing examples where

appropriate.

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WHAT IS COMPETENCY BASED ASSESSMENT

The features of a competency based assessment system are:

It is focused on what learners can do and whether it meets the criteria

specified by industry as competency standards.

Assessment should mirror the environment the learner will encounter

in the workplace.

Assessment criteria should be clearly stated to the learner at the

beginning of the learning process.

Assessment should be holistic. That is it aims to assess as many

elements and/or units of competency as is feasible at one time.

In competency assessment a learner receives one of only two outcomes

– competent or not yet competent.

The basis of assessment is in applying knowledge for some purpose. In

a competency system, knowledge for the sake of knowledge is seen to be

ineffectual unless it assists a person to perform a task to the level

required in the workplace.

The emphasis in assessment is on assessable outcomes that are clearly

stated for the trainer and learner. Assessable outcomes are tied to the

relevant industry competency standards where these exist. Where such

competencies do not exist, the outcomes are based upon those identified

in a training needs analysis.

Definition of competency

Assessment in this context can be defined as:

The fair, valid, reliable and flexible gathering and recording of evidence

to support judgement on whether competence has been achieved. Skills

and knowledge (developed either in a structured learning situation, at

work, or in some other context) are assessed against national standards

of competence required by industry, rather than compared with the

skills and knowledge of other learners.

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THE BASIC PRINCIPLES OF ASSESSING

NATIONALLY RECOGNISED TRAINING

Developing and conducing assessment, in an Australian vocational education and

training context, is founded on a number of basic conventions:

The principles of assessment

Assessment must be valid

o Assessment must include the full range of skills and knowledge

needed to demonstrate competency.

o Assessment must include the combination of knowledge and skills

with their practical application.

o Assessment, where possible, must include judgements based on

evidence drawn from a number of occasions and across a number of

contexts.

Assessment must be reliable

o Assessment must be reliable and must be regularly reviewed to

ensure that assessors are making decisions in a consistent manner.

o Assessors must be trained in national competency standards for

assessors to ensure reliability.

Assessment must be flexible

o Assessment, where possible, must cover both the on and off-the-job

components of training within a course.

o Assessment must provide for the recognition of knowledge, skills

and attitudes regardless of how they have been acquired.

o Assessment must be made accessible to learners though a variety of

delivery modes, so they can proceed through modularised training

packages to gain competencies.

Assessment must be fair and equitable

o Assessment must be equitable to all groups of learners.

o Assessment procedures and criteria must be made clear to all

learners before assessment.

o Assessment must be mutually developed and agreed upon between

assessor and the assessed.

o Assessment must be able to be challenged. Appropriate

mechanisms must be made for reassessment as a result of

challenge.

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The rules of evidence (from Training in Australia by M Tovey, D Lawlor)

When collecting evidence there are certain rules that apply to that evidence. All

evidence must be valid, sufficient, authentic and current;

Valid

o Evidence gathered should meet the requirements of the unit of

competency. This evidence should match or at least reflect the type

of performance that is to be assessed, whether it covers knowledge,

skills or attitudes.

Sufficient

o This rule relates to the amount of evidence gathered It is imperative

that enough evidence is gathered to satisfy the requirements that

the learner is competent across all aspects of the unit of

competency.

Authentic

o When evidence is gathered the assessor must be satisfied that

evidence is the learner’s own work.

Current

o This relates to the recency of the evidence and whether the evidence

relates to current abilities.

THE DIMENSIONS OF COMPETENCY

The national concept of competency includes all aspects of work performance, and

not only narrow task skills. The four dimensions of competency are:

Task skills

Task management skills

Contingency management skills

Job role and environment skills

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REASONABLE ADJUSTMENT

Adapted Reasonable Adjustment in teaching, learning and assessment for learners

with a disability - November 2010 - Prepared by - Queensland VET Development

Centre

Reasonable adjustment in VET is the term applied to modifying the learning

environment or making changes to the training delivered to assist a learner with a

disability. A reasonable adjustment can be as simple as changing classrooms to be

closer to amenities, or installing a particular type of software on a computer for a

person with vision impairment.

Why make a reasonable adjustment?

We make reasonable adjustments in VET to make sure that learners with a disability

have:

the same learning opportunities as learners without a disability

the same opportunity to perform and complete assessments as those without a

disability

Reasonable adjustment applied to participation in teaching, learning and assessment

activities can include:

customising resources and assessment activities within the training package

or accredited course

modifying the presentation medium learner support

use of assistive / adaptive technologies

making information accessible both prior to enrolment and during the course

monitoring the adjustments to ensure learner needs continue to be met

Assistive / Adaptive Technologies

Assistive / adaptive technology means ‘software or hardware that has been

specifically designed to assist people with disabilities in carrying out daily activities’

(World Wide Web Consortium - W3C). It includes screen readers, magnifiers, voice

recognition software, alternative keyboards, devices for grasping, visual alert

systems, digital note takers.

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IMPORTANT NOTE

Reasonable adjustment made for collecting candidate assessment evidence must not

impact on the standard expected by the workplace, as expressed by the relevant

Unit(s) of Competency. E.g. If the assessment was gathering evidence of the

candidates competency in writing, allowing the candidate to complete the

assessment verbally would not be a valid assessment method. The method of

assessment used by any reasonable adjustment must still meet the competency

requirements.

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THE UNITS OF COMPETENCY

The units of competency specify the standards of performance required in the

workplace.

This assessment addresses the following unit(s) of competency from CHC33015 – Certificate III in Individual Support Specialising in Aged Care: CHCCCS015 Provide individualised support

1. Determine support needs

2. Provide support services

3. Monitor support activities

4. Complete reporting and documentation

CHCCCS023 Support independence and wellbeing

1. Recognise and support individual differences

2. Promote independence

3. Support physical wellbeing

4. Support social, emotional and psychological wellbeing

HLTAAP001 Recognise healthy body systems

1. Work with information about the human body

2. Recognise and promote ways to support healthy functioning of the body

For complete copies of the above units of competency: Download them from the TGA website: www.training.gov.au

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http://www.training.gov.au/


ASSESSMENT REQUIREMENTS

The assessment requirements specify the evidence and required conditions for

assessment.

Each unit of competency can be unbundled to reveal three key assessment

components:

1. Performance Evidence

o describes the subtasks that make up the element of the unit

2. Knowledge Evidence

o describes the knowledge that must be applied in understanding the tasks

described in the elements

3. Assessment Condition

o describes the environment and conditions that assessments must be

conducted under

ASSESSMENT METHODS

1. Written questions

o Written assessments to test students’ understanding of underpinning

knowledge, concepts and/or theories relevant to the units of competency

included in this subject

2. Case Studies

o Detailed scenarios and simulated environments providing all necessary

information required to complete relevant tasks and activities

3. Projects

o A task or activity completed according to set instructions and guidelines to

meet the requirements of the relevant units

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RESOURCES NEEDED FOR ASSESSMENT

Assessor to provide:

Templates needed for tasks such as progress notes templates.

Case studies and simulations

Information about work activities

The student to provide:

Computer with:

o Internet access through Google Chrome or other internet browsers

o MS Word, MS PowerPoint or equivalent applications

o Adobe Acrobat Reader

Workplace-specific tools, equipment, materials, and industry software

packages (where applicable)

Access to:

o video recorder

o support personnel (at least one) to volunteer in roleplay activities.

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PRESENTATION

Things to Consider:

Only submit your workbook once all activities inside are complete. Should you have

any questions regarding your assessments, or not understand what is required for

you to complete your assessment, please feel free to ask your trainer.

Keep your answers succinct and make sure you are answering the question. Re-read

the question after you have drafted up your response just to be sure you have

covered all that is needed.

Your final assessment result will either be competent or not yet competent.

If submitting your assessments please ensure that

1. All assessment tasks within the workbook have been completed

2. You have proof read your assessment

Answering the Questions:

1. If you are using Microsoft Word you will need to click in the grey area of the box to begin typing your answer.

Assessments may not be processed if the above guidelines are not

adhered to. To ensure your assessment is processed as quickly as

possible, please follow these instructions.

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ASSESSMENT WORKBOOK COVER SHEET

WORKBOOK: WORKBOOK 1

TITLE: Support Independence and Wellbeing

FIRST AND SURNAME:

PHONE:

EMAIL:

Please read the Candidate Declaration below and if you agree to the terms of the declaration sign and date in the space

provided.

By submitting this work, I declare that:

I have been advised of the assessment requirements, have been made aware of my rights and responsibilities as an assessment candidate, and choose to be assessed at this time.

I am aware that there is a limit to the number of submissions that I can make for each assessment and I am submitting all documents required to complete this Assessment Workbook.

I have organised and named the files I am submitting according to the instructions provided and I am aware that my assessor will not assess work that cannot be clearly identified and may request the work be resubmitted according to the correct process.

This work is my own and contains no material written by another person except where due reference is made. I am aware that a false declaration may lead to the withdrawal of a qualification or statement of attainment.

I am aware that there is a policy of checking the validity of qualifications that I submit as evidence as well as the qualifications/evidence of parties who verify my performance or observable skills. I give my consent to contact these parties for verification purposes.

Name : Signature: Date:

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KNOWLEDGE ASSESSMENT

Part 1: Individualised Support

1. Briefly describe the basic principles of person-centred practice in the context of

individualised support planning and delivery.

2. Briefly describe the basic principles of strength-centred practice in the context of


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3. Briefly describe the basic principles of active support in the context of


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4. The following are examples of recording and reporting documents used in the

care service industry.

Briefly describe the process involved in completing these documents, and provide

a brief explanation why completing these documents as needed is an important

part of your role as a care worker.

Document Process Rationale

Progress Notes

Incident Reports

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5. Identify the roles and responsibilities of the following people in the provision of

care to an ageing client.

Guidance: also describe the communication that occurs between each role

Role Responsibility

5.1 carers and

family

5.2 person

being

supported

5.3 health

professionals

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5.4 care

workers

5.5 supervisor

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6. Describe the following service delivery models in aged care.

6.1 Residential care

6.2 Respite care

6.3 Home and

community care

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7. Consider the standards of service delivery models in the aged care sector.

a. List two standards of residential aged care as set by Accreditation

Standards.

b. List two standards of home care as set by Home Care Common Standards.

7.1 Residential care

7.2 Home and

community care

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8. Briefly explain how the following legal and ethical requirements are applied in the

care service industry.

Guidance: include how it is implemented by care service organisations and individual workers

8.1 privacy,

confidentiality and

disclosure

8.2 duty of care

8.3 dignity of risk

8.4 human rights

8.5 discrimination

8.6 mandatory

reporting

8.7 work role

boundaries –

responsibilities

and limitations

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Assessment Workbook 1 Version No.1.0 Produced 12 May 2016 Page 38 © Compliant Learning Resources

Part 3: Healthy Body Systems

1. Match the following body systems and their associated components to their

correct functions.

Write the letter corresponding to your answer in the space provided below.

Body Systems and Associated Components

a. cell

b. tissue

c. organ

d. cardiovascular or circulatory

system

e. respiratory system

f. muscular system

g. skeletal system

h. endocrine system

i. digestive system

j. urinary system

k. integumentary system

l. lymphatic system

m. nervous system

n. immune system

o. reproductive system

p. Eye

q. Ear

r. Nose

s. Tongue

Functions

A group of tissues that perform a specific function in the body.

Facilitates movement and locomotion.

Removes liquid waste from the blood to keep a stable balance of salts and

other substances in the blood.

Vital for tasting, chewing, swallowing food, as well as for speech.

Transport a fluid containing infection-fighting white blood cells, throughout

the body.

Gives the body its structure; provides body with the right amount of blood

cells.

Receives sound waves from the environment to help us hear. It also helps in

maintaining balance.

The basic unit of all living things. Its functions include metabolism and

reproduction. SAM

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Assessment Workbook 1 Version No.1.0 Produced 12 May 2016 © Compliant Learning Resources Page 39

Secretes hormones into the circulatory system.

Group of cells that work together to carry out a particular task in an

organism.

Brings oxygen in and carbon dioxide out.

Transports blood from the heart to other parts of the body.

Helps in receiving, focusing, and transmitting light that helps us see.

Provides body protection from infections/diseases.

Carries information from the brain to other parts of the body.

Breaks down food into energy.

Plays an important role in the procreation of life.

An organ system consisting of the skin, hair, nails, and exocrine glands.

It is the primary organ for smell and it also receives air to help us breathe.

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2. Identify the parts of the heart. Refer to the diagram and fill in the table below.

Choose your answers from the drop-down lists provided.

1 Choose an item. 7 Choose an item.






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3. Identify the parts of the respiratory system. Refer to the diagram and fill in the

table below. Choose your answers from the drop-down lists provided.






6 Choose an item.

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4. Identify the parts of the musculo-skeletal system. Refer to the diagram and fill in

the table below. Choose your answers from the drop-down lists provided.

1 Choose an item. 4 Choose an item. 7 Choose an item.



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5. Identify the parts of the skeletal system. Refer to the diagram and fill in the table

below. Choose your answers from the drop-down lists provided.

1 Choose an item.

8 Choose an item.

15 Choose an item.

2 Choose an item.

9 Choose an item.

16 Choose an item.

3 Choose an item.

10 Choose an item.

17 Choose an item.

4 Choose an item.

11 Choose an item.

18 Choose an item.

5 Choose an item.

12 Choose an item.

19 Choose an item.

6 Choose an item.

13 Choose an item.

20 Choose an item.

7 Choose an item.

14 Choose an item.

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6. Identify the parts of the endocrine system. Refer to the diagram and fill in the

table below. Choose your answers from the drop-down lists provided.







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7. Identify the parts of the digestive system. Refer to the diagram and fill in the table







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8. Identify the parts of the urinary system. Refer to the diagram and fill in the table




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9. Identify the parts of the female and male reproductive systems. Refer to the

diagram and fill in the table below. Choose your answers from the drop-down lists

provided.

Female Male

Female Reproductive System





Male Reproductive System






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10. Identify the parts of the integumentary system. Refer to the diagram and fill in

the table below. Choose your answers from the drop-down lists provided.





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CASE STUDY

This assessment is comprised of three case studies with scenarios and tasks that will

test your knowledge and skills relevant to the competency standard requirements of

the units included in this subject.

These case studies are hypothetical situations which will not require you to have

access to a workplace, although your past and present workplace experiences may

help with the responses you provide.

The evidence of your successful completion of the other competency standards that

are required to be performed in the workplace are all included in your Skills

Workbook.

Case Study 1: Abraham Chatzkel

Name: Abraham Chatzkel Age: 91 Date of Birth: 16 January 20xz Room #: 23

Abraham’s Care Plan is provided on the following page.

Abraham Chatzkel is a new client at Lotus Compassionate Care. Abraham never

married and has no kids of his own. Before moving to the centre, Abraham stayed

with his niece, Abigail, her husband, Jacob, and their two daughters, Aliya and

Amira.

Abigail is a stay-at-home mother, taking care of Abraham and her two kids. Abigail’s

husband accepted a job in New York and moved there with the rest of family.

Abraham did not want to move to New York with them and prefers to spend the rest

of his life in Australia, where he has spent the most of his life.

Due to the distance and the time difference, all communications between the centre

and the family are done via phone call or email.

Guidance: For the purpose of this assessment, Abraham’s first day in the centre is 7 July, 20xx (current year).

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Care Plan Name: Abraham Chatzkel (fictitious name)

My preferred name: Abe

My Birthday is: 16th January (he is currently 91 years old)

My Room number is: 23

I am allergic to penicillin

Social History: I was born in Israel. My mother is from Australia and my Father is from Israel. My family moved to Brisbane when I was 8. My father was the local grocery shop owner and on the weekends and afternoons after school I helped in the shop.

After I finished school I worked in my father’s shop until I went into the army for two years. While I was in the army I fought in the second world war. When I left the army I went back to work in the grocery shop, which I later inherited from my father.

I returned home from the war after learning my little sister’s husband left her and their daughter, a few months after she was diagnosed with cancer. I took care of my little sister and raised her daughter, Abigail, as my own after my sister passed away in 1960. I never married.

Before I moved here, I lived with Abigail and her family. She married a nice young man, Jacob, and they now have two lovely daughters, the twins, Aliya and Amira. Abigail stopped working when she had the girls, and just stayed home taking care of them, and also keeping me company.

I enjoy reading, especially stories about the time of the war. It reminds me of the time I spent with my mates.

I was diagnosed with renal cell carcinoma which has now spread to other parts of my body. I am now at Lotus Compassionate Care because my niece’s family is moving to New York and I did not want to move with them. I want to live the rest of my life here in Australia. With the twins old enough to go to school, I think it is time Abigail can go back to work and do things for herself. I am finding it more and more difficult to complete activities of daily living without assistance and I don’t want to be a burden to Abigail and her family.

Communication

My needs My Goals How you can help me

To be able to hear around me as I cannot hear very well

I would like to be able to hear what people are saying

Support me to use my hearing aid

Cultural and Spiritual


To be able to keep following Jewish practices while in the centre

To follow the kashrut (Jewish dietary laws)

Help ensure that my food is kosher

To be able to pray three times a day

Assist me to say my prayers by reminding me of the time and SA

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guiding me to a quiet place for prayer.

Recreation


I like to sit out on the veranda each morning and listen to the radio

I like reading books

Enjoy the outdoors and listen to my favourite radio station in the mornings

Finish as many new books as I can

Support me to transfer to the Care Chair and wheel me out to the veranda. Ensure I have my hat on and sunscreen applied. Ensure I am not directly in the sun for too long (no more than 30 minutes).

Turn the radio on to ‘easy listening station’

Ensure that I am comfortable

Place the Feeding Cup with Spout with water within my reach.

Place the buzzer within my reach

Ensure I have new books to read and my spectacles within reach

Sensory


To maintain visual ability

To continue being able to read my books

To continue to see the people I am talking to.

Help me to ensure my glasses are clean before I put them on and within reach for me when I am alone.

Mobility


To maintain a level of mobility that will allow me to enjoy the outdoors

To continue being able to enjoy taking walks outdoors, especially early in the morning to watch the sunrise

To keep my muscles and limbs toned

Assist me taking morning walks using my walker when I can, or take me out on my wheel chair

Please assist me to transfer using the hoist and two staff members.

Personal Hygiene


I require assistance to meet my personal hygiene care needs

To feel comfortable

Ensure my privacy and dignity is maintained

Speak with me about how you will assist me

Ensure the water in the washbasin is warm but not too hot

Use a soft washer and soap substitute to gently clean my skin

Gently dry my skin with a soft towel and ensure it is thoroughly dried.

Apply a protective barrier cream (please do not rub my skin) SA

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Oral Care


I require assistance to meet oral care needs

To maintain my self-esteem. To maintain healthy teeth and gums.

Ensure that I am sitting upright

Assist me to clean my teeth with a soft, small-headed toothbrush and fluoride toothpaste.

Assist me to apply oral gel to my lips

Skin Care


To maintain my skin integrity

To maintain comfort and prevent pressure injuries due to lack of mobility

Support and encourage me to move around and not stay in bed or sitting on my chair for long hours

Inspect my skin for redness

Report and document if you notice changes in my skin condition

Ensure the linen is free from

wrinkles and smooth

When conducting transfers be

careful not to pull, drag or knock my

skin

Ensure skin my skin is clean and dry

I have an air pressure ripple

mattress on my bed

Regular toileting to prevent me from

being incontinent.

Bowel Function


I sometimes experience constipation

To have a bowel motion every day or every second day

Monitor my bowel motions and complete the bowel chart

Ensure I have the buzzer within reach if I need to go to the toilet.

If I have not had a bowel motion after the 2nd day, give me an aperient every morning until I have successful bowel movement. maybe also include encourage me to eat high fiber soft diet as per care plan and maintain fluid intake

Sleep


I sometimes wake during the night

To have a restful sleep during the night.

Ensure I am comfortable before I go to sleep

Ensure the room is at a comfortable temperature

Ask me before you settle me for sleep if I am comfortable and reposition the pillows how I like it. SA

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Nutrition and Hydration


Sometimes I am unwell and refuse food

To maintain a good nutritional intake

Support me to sit upright

Support me to eat a high nutrition soft diet.

Ensure I receive kosher meals

Record what I eat and drink in my

food diary

When I feel unwell and refuse food

inform the Registered Nurse.

Environment


When I am too hot or too cold I feel uncomfortable

To be in an environment with a comfortable temperature

When you help me with my personal care ensure the room and water temperature is comfortable.

Support me to ensure I have warm clothing in cold weather and cool clothing in warm weather before I go out to the veranda

Ensure my bedroom is at an appropriate temperature

Pain


If I am experiencing pain I feel uncomfortable

To maintain a manageable pain level so I can optimise my well-being

Report and document if I experience any pain.

Administer my pain relief medication as directed by my physician

My Medical History

I have diabetes and arthritis

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Scenario 1: Abraham’s Care Plan

7 July, 20xx

After reviewing Abraham’s care plan, you’ve determined that there are several aspects of the plan that are outside the scope of your role as a care worker.

1) What is your role in implementing Abraham’s individual care plan?

Guidance: List specific tasks that are within the scope of your role.

2) What aspects of the care plan are beyond the scope of your role? List at

least two.

Guidance: List specific tasks that are outside the scope of your knowledge, skills or job role

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3) Which parts of the care plan do you recommend to be reviewed and

revised?

Guidance: List specific parts of the care plan that outlines task that are outside the scope of your knowledge, skills or job role

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Role Play Task 1

The aim of this role playing activity is to allow you to demonstrate your skills in:

communicating with your supervisor specific issues relating to your work role

You will be playing the role of a care worker working in Lotus Compassionate Care, assigned to provide care and support to Abraham.

To complete this task, you will need access to:

o a video recorder o a volunteer:

o one volunteer to play the role of your supervisor

With a volunteer to play the role of your supervisor, simulate a conversation with

your supervisor clarifying your role in the implementation of Abraham’s care plan.

To document your completion of this task, and to allow your assessor to evaluate

your performance, you are required to submit a video recording of this role play

conversation. Save your video file using the filename: Subject 1-RP1. Submit this

video file along with this workbook to your Assessor.

Take note that your assessor will be evaluating you against the following criteria:

Assessor checklist (for assessor’s use only, please leave this section blank)

1) Was the candidate able to clarify his/her own role in

implementing Abraham’s care plan?

2) Was the candidate able to seek appropriate support for aspects

of the care plan that are outside of his/her job role?

Guidance: the candidate must be able to point out specific

details/aspects of the care plan that are beyond the scope of care

workers

3) Was the candidate able to discuss aspects of the care plan that

might need to be reviewed?

Guidance: the candidate must be able to provide suggestions that support the client’s self-determination

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Scenario 2: Abraham Feels Down

9 September, 20xx

Abraham is an avid reader of books. Abigail promised Abraham that she will send

him new books every couple of weeks so Abraham can continue to enjoy his love

for reading.

Two months later, Abraham still has not received any letters or books from

Abigail. You tried giving him books from the centre’s library but he refused them.

He told you that he does not want to read books anymore.

Slowly, you noticed changes in Abraham’s disposition. You noticed that he

appears withdrawn, and rarely interacts with the other residents and care

workers in the centre.

In the morning, as you were about to help him get ready for his morning walk, he

very sadly tells you that he does not want to take a walk, and he just wants to go

back to sleep, hoping he does not wake up anymore.

When you asked him why he feels this way, he tells you that he thinks his family

has already forgotten about him, and he wishes to just stop waking up in the

morning. He further asks you if you could just give him “too much” pain

medication so all of his pain will go away.

4) Based on the scenario provided above, list two signs of additional or unmet

needs of the Abraham:

Guidance: take note of the physical, emotional and psychological risks involved in the situation, and identify the specific additional or unmet needs that must be addressed to mitigate these risks.

SAM

PLE


WORKBOOK CHECKLIST

When you have completed assessing this workbook, review the candidate’s

assessment against the checklist below:

The candidate has completed all the assessments in the workbook:

Written Questions

Case Study 1: Abraham Chatzkel

Role Play Video 1: communicating with the supervisor

Role Play Video 2: communicating with the carer

Role Play Video 3: communicating with the client

Case Study 2: Judith Comet

Role Play Video 1: building and maintaining trust

Case Study 3: Maximilan Mills

IMPORTANT REMINDER

Candidates must achieve a satisfactory result to ALL assessment tasks to be

awarded COMPETENT for the units relevant to this cluster.

To award the candidate competent in the units relevant to this subject, the candidate

must successfully complete all the requirements listed above according to the

prescribed benchmarks.

SAM

PLE


FEEDBACK

Well done for finishing this workbook. We hope that what you learn with

us will open up new path ways of success in your life. At Compliant

Learning Resources, we continually strive to improve our courses and

heighten the learning experience for you. One way we do this is by

seeking feedback. Your experience is important to us and we are very

keen to hear any suggestions or complaints you may have. Click on the

button below to let us know what you think of us and our course.

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SAM

PLE

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