files.transtutors.com · web viewassessment workbook 3 version no. 1.1 produced 24 july 2017....

CHC33015 Certificate III in

Individual Support

Work in Health and Community Services

V1.1 Produced 30 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

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Assessment Workbook 3 Version No. 1.1 Produced 24 July 2017 © Compliant Learning Resources

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Version control & document history

Date Summary of modifications made Version

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

24 July 2017

Added Client Name in Reportable Assault Form

Corrected grammatical error in Case Study 3 Task 3

1.1


TABLE OF CONTENTSThis 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........................................................................4WHAT IS COMPETENCY BASED ASSESSMENT...............................4THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING...............................................................................5THE DIMENSIONS OF COMPETENCY............................................6REASONABLE ADJUSTMENT.......................................................7THE UNIT OF COMPETENCY......................................................9ASSESSMENT REQUIREMENTS.................................................10ASSESSMENT METHODS.........................................................11RESOURCES REQUIRED FOR ASSESSMENT.................................11ASSESSMENT WORKBOOK COVER SHEET..................................12IMPORTANT REMINDER..........................................................13KNOWLEDGE ASSESSMENT.....................................................13CASE STUDIES......................................................................19

Case Study 1: Eddie...................................................................................19Case Study 2: Javier...................................................................................24Case Study 3: Janis....................................................................................27

WORKBOOK CHECKLIST.........................................................33FEEDBACK............................................................................34


INSTRUCTIONSThe questions in this workbook are divided into two categories.

These questions are all in a short answer format. The longer questions requiring creative thought processes are covered in the research part of the written questions assessment and in the case studies assessment. You must answer all questions using your own words. However, you may reference your learner guide to complete this assessment.

WHAT IS COMPETENCY BASED ASSESSMENTThe 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 competencyAssessment 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.

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.

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 COMPETENCYThe 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

REASONABLE ADJUSTMENTAdapted 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 TechnologiesAssistive / 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.

IMPORTANT NOTEReasonable 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.


THE UNIT OF COMPETENCYThe 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:

CHCCOM005 - Communicate and work in health or community services

1. Communicate effectively with people2. Collaborate with colleagues3. Address constraints to communication4. Report problems to supervisor5. Complete workplace correspondence and documentation6. Contribute to continuous improvement

CHCDIV001 - Work with diverse people1. Reflect on own perspectives

2. Appreciate diversity and inclusiveness, and their benefits

3. Communicate with people from diverse backgrounds and situations

4. Promote understanding across diverse groups

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


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

ASSESSMENT REQUIREMENTSThe 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

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

2. Knowledge Evidence

- describes the knowledge that must be applied in understanding the tasks described in the elements

3. Assessment Condition

- describes the environment and conditions that assessments must be conducted under

The associated assessment method in this kit covers all of these components as detailed in the matrix to follow:

Units of Competency

Assessment Activities

CH

CD

IV00

1

CH

CC

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005

Multiple Choice Questions

Research – Short Answer Questions

Case Studies


ASSESSMENT METHODS1. Written questions

- 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- Detailed scenarios and simulated environments providing all

necessary information required to complete relevant tasks and activities

RESOURCES REQUIRED FOR ASSESSMENTTo complete the assessments in this workbook, the candidates will need access to:

Computer with internet access and a working web browser Installed Software: MS Word, Adobe Acrobat Reader A video recording equipment for the case study An audio recording equipment for the case study Volunteer/s for the case studies


ASSESSMENT WORKBOOK COVER SHEET

WORKBOOK: WORKBOOK 3

TITLE: Work in health and community services

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:


IMPORTANT REMINDER

The First Aid unit is a pre-requisite for vocational placement.It is to be completed at another RTO provider of your choice.

See Workbook 7 for details.

KNOWLEDGE ASSESSMENT

1. Briefly describe how each of the following can influence communication in an aged care context.

Concept Influence

a. Language

b. Culture

c. Religion

d. Emotional state

e. Disability


f. Health

g. Age

2. The following are some of the cultural influences in Australia. Select at least two (2) of these influences. Briefly explain in no more than 50 to 100 how they changed the practices in the diverse Australian society.

a) Pearling industry

b) Farming industry

c) The bush

d) Clothing

e) Food

a)


b)

3. Briefly explain, in no more than 50 words, how diversity practices and experiences affect each of the following:

a) Personal behaviour

b) Interpersonal relationships

c) Perception

d) Social expectation of others

a) Personal behaviour


b) Interpersonal relationships

c) Perception


d) Social expectation of others


4. Consider at least one (1) culture that is different from your own. Research on how the following aspects of that culture impacts different people and groups.

Culture:

a) Community attitudes

b) Language

c) Policies

d) Structures


CASE STUDIES

Case Study 1: Eddie

Scenario 1:You are supporting an older person for the first time and you would like to know their preferences in care. The person you are assigned with is Eddie, an elderly person from an Aboriginal background, and is having a hearing loss due to ear infection.

You introduce yourself to Eddie with a smile and he smiles back to you. Then you asked him if it’s alright to ask him questions to which he nods his head. You asked him about his day and he responds with a nod. You start asking about how you could help him. Eddie looks at you and

leans a little forward. You repeat the question because you think that he did not hear you well. Eddie shakes his head and looks down. You asked him if he could speak English to which he looks unto you and shakes his head.

The policy and procedures in your workplace require you to seek immediate assistance from an interpreter for this kind of situation.

Task 1Answer the following questions.


Source: https://upload.wikimedia.org/

1. What are the signs of possible difficult situations in the scenario? Identify at least two (2).

a.

b.

2. Identify at least two (2) most appropriate persons whom you could ask for immediate assistance regarding this scenario.

a.

b.


Task 2Refer to your responses in Task 1, Question 2. For the purpose of this assessment scenario, your workplace requires you to call an interpreter through phone to request for assistance.

Using an audio recording device, simulate a phone call with two (2) interpreters or relevant persons to inform them of your need for assistance. Explain about the situation and the communication need. Your audio recording must be no more than 5 minutes long in total.

Save your file using the filename: CHC33015-Subject 3-Case Study1 and submit it to your Assessor.Guidance: Submit only one audio recording for this assessment but it should contain two simulated phone calls.


Scenario 2Eddie has been ill for the past few days and he refuses to take his medications. He keeps telling the other support worker attending to him, through an interpreter, that the centre is making him very sick. He says that bush medicine will make him feel better as that is what they used in their community. He talks about his life in the Country, how he loves to tend his land as it makes him feel strong. He tells you that he misses his family and he wants to see his grandchildren. Eddie asks the other worker every now and then when he can leave the centre. He is afraid that he may not be able to leave the place and he wants to die in his own Country. The support worker then suggested that maybe his grandchildren can visit him in the centre. Eddie got upset when the worker said this. He told them not to take away his grandchildren. Eddie wouldn’t speak with anyone again after that incident.

Task 3Answer the following question.Guidance: You may refer to other resources about the Aboriginal culture to answer the question that follows.

1. What are the impacts of social and cultural diversity from this scenario? Identify at least three (3).

a.

b.

c.


Scenario 3The other support worker assigned with Eddie is distressed as the client would not cooperate with them. They speak with you one day and complains about the situation. They tell you that they should not be assigned to a client who doesn’t speak English and has a lot of considerations for treatment.

Task 4For this assessment, you are to demonstrate your communication skills in order to address the conflict between Eddie and the support worker.

Role-play a conversation with the support worker and record it in a video. Seek the assistance of a volunteer to simulate the role of the support worker.

Use the following guidelines to complete the scenario:

The support worker must tell you about the issues between them and Eddie.

Assist the support worker in understanding Eddie’s culture.

Provide possible solutions on how you can support Eddie’s needs despite the situation.

Ensure to maintain sensitivity between both cultures when addressing the conflict.

Your video submission must be no more than 7 minutes long. Save your video using the filename: CHC33015-Subject 3-Case Study Video and submit it to your assessor.Guidance: Any video submission longer than what is required will be marked as not satisfactory.


Case Study 2: Javier

You are working in a residential aged care facility with a number of younger workers. One of the residents is 7o-year old Javier, who has been diagnosed for chronic obstructive pulmonary disease. He has been a chain smoker since he was age 20. His treatment plan includes avoidance of cigarette smoking.

One day, while you were assisting a client for an early morning walk, you saw Javier and two young workers smoking vape (electronic cigarette) in

the designated smoking area of the facility.

When it was time for you to assist Javier, you mentioned with him that

time when you saw him smoking vape with the young workers. You tell him about the health effects of using vape. Javier says that it is better than using a real cigarette.

You know that if he continues to smoke, his health condition might worsen. In fact, he has been coughing a lot lately and has been having chest pains despite him taking medications. He does not report this to the support workers assisting him as he fears that they will also find out about his activity.

Task 1Answer the following questions.

1. What are the rights of Javier as a client in the facility? Provide at least two (2).


Source: www.pixabay.com

a.

b.

2. Provide two (2) responsibilities of Javier which have been compromised from the scenario.

a.

b.

After talking with Javier, you decided to talk with the young workers and told them that what would possibly happen to the client and to them as workers if they do not stop participating in the smoking activity. One of them told you that they are helping Javier achieve his rights as he wanted to smoke again after some time. The next day, as if nothing happened, you saw the young workers again with Javier. You have heard from other workers that Javier has been providing money to the workers to buy liquid nicotine which they all share.

The service provider prohibits any staff in the facility from participating in any substance use with the client including drugs, alcohol, or cigarettes. Moreover, staff are to avoid any situations that will cause conflict of interest while performing their duties in the facility.

According to your organisation’s policies and procedures, you are to send your supervisor an email report on instances that any staff finds a breach


of conduct among co-workers.

Task 2Send an email to your supervisor reporting about the incident. In your email, discuss any legal and ethical responsibilities that were breached in the scenario. Discuss the actions you have taken and any feedback that you have identified. Write your email text below.Note: You are not required to send an actual email to address posted below.


To: [email protected]

Subject:

Message:


Case Study 3: Janis

Janis is an 80-year old client in a Lotus Compassionate Care’s respite care facility. She has been diagnosed with Parkinson’s disease about eight years ago, and is showing signs of dementia. She stays at home with her youngest son, Ian, who serves as her carer during weekends. On

weekdays, Ian brings his mum to the facility as he has to go to work.

You have been assigned to provide care services for Janis. Janis undergoes therapy at least twice a week, usually every Monday and Thursday. She has been observed to be cooperative with the therapist and care

workers, and shows a light disposition.

One Monday, her son Ian requested if he could watch over while his mum undergoes therapy session as she is unwell. According to the organisation’s policies, carers of clients are only allowed to watch their patients outside the therapy room. While the therapy session is ongoing, you noticed that Ian is uneasy – he is pacing around the room and peeks into the therapy room’s small window. After the therapy, the specialist reports that Janis is unusually quiet today. You leave her to his son, as the son requested that he talk with his mum.

A few minutes later, you see Ian storming out of the room, his face looking furious. You walk over to Janis to ask what happened. She is hesitant at first, but she tells you that her son is suggesting that she stays in the facility as he may not be able to watch after her anymore. His son also told her that he would be managing the house while she is away, thus, asking her to provide access to her bank accounts so he could also pay for her medications. Janis says that Ian probably got upset because she couldn’t tell him the information for her accounts as she might be having memory lapses. Janis further tells you not to speak about this with anyone.

Janis returns home with his son that weekend but is not around the


Source: www.pixabay.com

following week. His son tells you that his mum has become very ill and does not want to leave the house. He promises to bring her next week.


Janis arrives at the respite care facility on the week advised. She is more quiet and only stares or nods when you talk with her. She also seemed to have lost weight. While helping her get dressed one morning, you noticed that she has bruises on her wrists. She also has rashes on back. You ask Janis what happened and she tells you that his son is getting stressed out with her and is drinking a lot lately. He asked her one time to sign a document but her hands are having difficulty moving, so his son gripped her hand. You ask her if she’s hurt but she says that she will be fine.

She feels sad because she wants to stay with her son. Her son also tells her not to call him as he will be very busy.

You suspect that Janis is being abused by her son. Under your organisation’s policies and procedures, any suspected abuse of clients, whether by their carer or support staff in the facility, must be immediately reported to the supervisor.

Guidance: For the purpose of this assessment, the date that you are currently talking with Janis is 23 May 20xx. The current time is 9:00 AM.

Task 1Answer the following questions:

1. What are the indicators of risk affecting Janis in the scenario? Identify at least two (2).

a.

b.


2. What is your duty of care to Janis, relating to the scenario? Identify at least two (2).

a.

b.


Task 2Role-play the last part of the scenario where you are speaking with Janis about the suspected abuse. Your task is to show evidence that you can use effective communication in the context of an aged care setting.

Use the following guidelines to complete the scenario:

Janis asked you not to report about the bruises and rashes you found on her body.

She also asked you to call her son and tell him that she wishes to be home for the weekend.

She tells you that she wants to stay with her son because he is starting to become an alcoholic and is going out with some friends whom she doesn’t like

As the care worker, you must be able to demonstrate the following:

Appropriate use of verbal and non-verbal communication when speaking with the client

Listening to the client’s requests and clarifying what they meant

Briefly discuss the service that the organisation can provide if she decides to stay in a permanent residential care facility

Ensure the client that you are maintaining the confidentiality of the conversation

Enlist the assistance of at least one volunteer and video record this task to be submitted to your assessor. Your video submission must be no more than 7 minutes long.Guidance: Any video submission longer than what is required will be marked as not satisfactory.

Your assessor will be evaluating you based from the criteria on the next page.


Assessor’s Checklist

For assessor’s use only. Check Yes or No if the candidate’s submission meets the following criteria:

1. The student’s video submission is no more than 7 minutes long.

Yes

No

2. The verbal and non-verbal communication appropriately:

a. Uses active listening Yes

No

b. Clarifies information (e.g. repeats client’s request)

Yes

No

c. Uses proper posture in the act of listening Yes

No

d. Maintains eye contact as necessary Yes

No

e. Nods or shakes head as necessary Yes

No

f. Maintains proper professional distance from client

Yes

No

3. The candidate does not provide personal advice to client about the situation.

Yes

No

4. The candidate has provided a brief discussion of the services that can be provided by a permanent residential care facility.

Yes

No

5. The candidate ensures the client that the conversation is confidential.

Yes

No


Task 3You have reported the situation about Janis to your supervisor, in accordance to your organisation’s policies and procedures. The supervisor asks you to complete a form that will be filed in case there will be an instance the suspected abuse happens again. He has further advised you to keep track of the signs of possible abuse that you have noticed of the client.

Complete the form below.Guidance: For the purpose of this assessment, your work number is your home phone number.

Reportable Assault Form

Client Name: Janis

Your Name:

Position/Role:

Work Number:

Name of Provider:

Note: An officer might contact you for further details on the incident.

Report is related to:

unreasonable use of force or assault

unlawful sexual contact

Date and time of alleged/suspected assault was made known:

Date:

Time:

Has assault been reported to the police?

Yes

No

Have police arrested or charged a person in relation to the assault?

Yes

No

Do not know

Actions taken:


I declare that the information I have provided in this form is complete and correct.

Name: Date:

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:

Knowledge Assessment 1 – Multiple Choice Questions

Knowledge Assessment 2 – Research

Case Studies

Case Study 1: Eddie

Case Study 2: Javier

Case Study 3: Janis

The candidate has completed the templates/submitted all of the following evidences:

Responses for Case Study 1 Questions

Case Study 1: Role-playing/audio submission

Case Study 1: Role-playing/video submission


Case Study 2: Email to Supervisor


Case Study 3: Role-playing/video submission

Case Study 3: Reportable Assault Form

IMPORTANT REMINDERCandidates 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.

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 Inspire Education, 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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