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  • E1144 Certificate III in Individual Support Assessment 2.2

    Certificate III in Individual Support (Ageing, Home and Community)

    Module 2: Individualised support, communication and working legally & ethically

    1. Background/Overview

    When you work for an aged care sector organisation, you may encounter some workplace issues when you are required to complete an incident report. In doing so, you must ensure your communication is objective, accurate and concise.

    You will also need to know how to communicate in the workplace and follow your workplace procedures for any communication.

    Effective communication is a vital part of succeeding in your work role and you will need a good grasp of verbal and non-verbal communication techniques.

    2. Brief

    This assessment consists of three (3) parts.

    This assessment provides you with the opportunity to demonstrate your knowledge of the following areas:

    • Completing an incident report according to workplace policies
    • Write a workplace email
    • Report conflict situations to a supervisor
    • Principles of effective communication

    There is an appendix at the end of the assessments, you will need to refer to it to complete Part 1, question B and Part 2, question B.

    3. Activities

    Answer the following short-answer questions:

    • Your written answers should be approximate 50-100 words in length (+/-10%) per question unless otherwise indicated. The word count is a guideline and you can present your answers in narrative or bullet point format.
    • Ensure you acknowledge and cite your sources accordingly – this is important whether you use your own words or another writer’s. You can review the Academic Referencing Guide in your student handbook.

    Part 1. Determining support needs.

    A: Read the scenario then answer the questions.

    In supporting Emma, Julie needs to use person-centred practice, strengths based practice and active support as this provides the foundations of care support work and individualised support.

    Briefly describe each of these three foundations of care support work and individualised support.

    Principle

    Brief description

    (20-30 words)

    1) Person-centred care

    2) Strengths based practice

    3) Active support

    B: Read the scenario then answer the questions.

    Imagine you are Emma’s care support worker, Julie.

    You need to work in collaboration with Emma to identify actions and activities that support her goals.

    Identify three (3) goals Emma might have nominated that will promote her independence, and three (3) strategies for achieving each goal. Complete the table. An example has been provided for you.

    Emma Johansen

    Individualised Care Plan

    Individual Goals

    Strategies to achieve goal

    (30-70 words)

    Goal 1)

    To have more independence in preparing Emma’s own meals.

    i) Emma to decide what meals she wants for the week and write down the ingredients.

    ii) Emma to let the support worker know the ingredients. Support worker to purchase ingredients.

    iii) Emma to prepare food. Support worker to be present but only assisting if Emma asks for help.

    Goal 2)

    i)

    ii)

    iii)

    Goal 3)

    i)

    ii)

    iii)

    Goal 4)

    i)

    ii)

    iii)

    C: Using the same goals from the previous question - the goals you believe Emma may have nominated - briefly describe how you could prepare for the support activities that will enable Emma to achieve her goals. An example has been provided for you:

    Emma’s nominated goals

    Identify two (2) ways to prepare for Emma’s support strategies

    (20-50 words)

    Who is / are involved in this process?

    Goal 1)

    To have more independence in preparing Emma’s own meals.

    i) Emma needs a recipe book or website to decide what she wants to eat.

    ii) Emma needs access to a telephone to tell Julie the ingredients she needs.

    Emma

    Care support worker

    Goal 2)

    Goal 3)

    Goal 4)

    D: Using Emma’s goals from the previous two questions, can you identify any equipment that needs to be gathered or assembled in order for Emma to achieve the goals she has nominated in her individual plan?

    An example has been provided for you.

    Emma’s nominated goals

    What equipment needs to be gathered or assembled to help Emma achieve her goals?

    (20-50 words)

    Are there any established procedures for the use of the equipment?

    (20-50 words)

    Goal 1)

    To have more independence in preparing Emma’s own meals.

    - Electric can and jar openers.

    - Rocker knives for easier cutting.

    - A spike board for vegetables and fruit so both hands are free to peel and chop.

    - Unplug the electric opener when not in use.

    - Do not use the electric opener with pressurised bottles or cans.

    Goal 2)

    Goal 3)

    Goal 4)

    E: Using the first goal from the previous activities, identify and briefly explain how you can:

    • provide assistance to Emma in order to maintain a safe and healthy environment
    • provide assistance to Emma in order to maintain a clean and comfortable environment

    Goal 1) To have more independence in preparing Emma’s own meals.

    How can a care support worker help to maintain a safe and healthy environment for Emma to achieve this goal? (50-100 words)

    How can a care support worker help to maintain a clean and comfortable environment for Emma to achieve this goal? (50-100 words)

    F: When Emma is preparing and cooking her own meals, she may injure herself, or fail to prepare the meal correctly. This is, however, her prerogative, and falls under the concept of dignity of risk.

    Using the goals in Emma’s individualised care plan, identify a dignity of risk consideration that needs to be prepared for. An example has been provided for you.

    Goal

    Dignity of risk considerations

    (20-30 words)

    1) To have more independence in preparing Emma’s own meals.

    Emma may injure herself, or fail to prepare the meal correctly.

    2)

    3)

    4)

    G: How can you balance your duty of care requirements with Emma’s right to dignity of risk? (50-100 words)

    H: In determining and delivering Emma’s support needs, there are some vital aspects you must take into consideration as her care support worker.

    Complete the table relating to these considerations:

    Considerations

    Why is this important?

    (20-50 words)

    Who is involved in this process?

    What steps can be taken to do this?

    (20-50 words)

    You must interpret and clarify your own role in implementing Emma’s individualised care plan.

    You will need to ask for support for aspects of Emma’s plan that are outside your own scope of knowledge.

    You must confirm the details of Emma’s plan with her and any family/carers she has.

    Collaborate with Emma to identify actions and activities that not only support her plan, but promote her independence.

    Collaborate with Emma to ensure she is making informed choices.

    Respect and include Emma’s family and/or carers, or her friends, as part of her support team.

    You will need to seek assistance when it is not possible to provide appropriate support.

    Part 2. Provide support services

    A: In order to have a working, collaborative relationship with the people for whom you provide aged care support services, you need to talk and work with them in ways that develop and establish trust.

    Identify three (3) ways you can do this. Complete the table; an example has been provided for you:

    Strategy, method or action

    How does this develop and establish trust?

    (20-50 words)

    I should always be open and flexible in how an individual communicates with me.

    This allows people to feel comfortable to communicate in the best method for them, at any particular moment in time. It will allow people to feel more relaxed in communicating with me.

    1)

    2)

    3)

    B: Why is it important to do the following when providing aged care support services?

    • Prepare for and follow the individualised care plan
    • Acknowledge and respect the individual’s preferences
    • Accknowledge and respect the individual’s strengths
    • Follow organisational protocols and procedures (think about privacy)
    • Respect individual differences (think about respect and dignity)

    Complete the table:

    Action

    Why is this important?

    (20-50 words)

    Who is involved in this process?

    Prepare for and follow the individualised care plan.

    Acknowledge and respect the individual’s preferences.

    Acknowledge and respect the individual’s strengths.

    Follow organisational protocols and procedures.

    Respect individual differences.

    Part 3. Monitoring individualised care plans and activities

    A: Briefly describe three (3) ways you can monitor your own work to ensure the standard of support you are providing Emma, or another individual, is maintained.

    Three (3) ways you can monitor your own work (20-50 words)

    1)

    2)

    3)

    B: In the table below, there are five ways of monitoring Emma’s support activities. Each of these monitoring methods needs to be done in a manner that supports Emma’s self-determination.

    Outline one (1) way in which each process could happen in a self-determining way for Emma.

    The first one has been done as an example.

    Monitoring Emma’s support activities

    How can this happen in a self-determining way for Emma? (20-50 words)

    Involve Emma in discussions about how her support services are meeting her needs.

    Ensure Emma has opportunities to exercise control over her support services.

    Involve Emma’s family/carers in discussions about how her support services are meeting her needs.

    Collaborate with Emma regarding any requirement for change.

    Identify aspects of the plan that may need review

    Talk through any potential changes to Emma’s plan with a supervisor.

    C: As previously mentioned in Emma’s case, she sometimes feels isolated and would like more opportunities to meet others. Due to frustration with this and her other circumstances, she can sometimes be verbally aggressive.

    Knowing Emma’s situation, can you identify any situations of potential or actual risk? (50-100 words)

    D: How should you respond to any potential or actual risks in the scope of your own work role? (50-100 words)

    E: When Emma is verbally aggressive, it is likely a sign of her unmet needs. In this scenario, it appears that one of Emma’s needs is human contact, and a lack of this results in her needs being unmet and her feeling isolated. This then manifests as verbal aggression.

    Signs of unmet needs are often called ‘behaviours of concern.

    Identify three (3) examples of behviours of concern as a sign of additional or unmet needs, and decide how you would respond (take confidentiality, reporting and service provision into account).

    Challenging behaviour

    What should you do?

    (20-50 words)

    1)

    2)

    3)

    F: When monitoring and documenting Emma’s support, you will need to take into consideration the requirements of your workplace, confidentiality, and other workplace protocols.

    Complete the table below for reporting and documentation considerations.

    Reporting and documentation considerations

    Why is this important?

    (20-50 words)

    If you are unsure of this aspect of reporting and documenting, what can you do?

    (20-50 words)

    Maintain Emma’s confidentiality and privacy within workplace policies and protocols

    Comply with your workplace’s formal and informal reporting requirements.

    Comply with workplace procedures for reporting to a supervisor.

    Complete and maintain all documents according to your organisation’s policies.

    Store information according to your organisation’s policies.

    4. Assessment Rubric

    Below is a rubric that determines whether your answers and knowledge is satisfactory or unsatisfactory.

    To be deemed satisfactory, and to pass the assessment, you must complete the requirements for the column that is titled ‘satisfactory’.

    It is advisable to read the rubric for the question you are answering to determine if you have fully answered the question to the correct standard.

    Criteria

    Satisfactory

    Not yet satisfactory

    Part 1:

    Question A

    The student is able to:

    - correctly identify three principles of person-centred practice,

    and

    - adequately describe what each of the three identified principles directs care support workers to do.

    The student fails to:

    - correctly identify three principles of person-centred practice,

    and / or

    - adequately describe what each of the three identified principles directs care support workers to do.

    Part 1:

    Question B

    The student is able to:

    - identify three logical goals Emma might have decided on (given her situation),

    and

    - adequately describe three strategies that Emma could use to achieve each of her three goals.

    The student fails to:

    - identify three logical goals Emma might have decided on (given her situation),

    and / or

    - adequately describe three strategies that Emma could use to achieve each of her three goals.

    Part 1:

    Question C

    The student is able to:

    - correctly list the three goals already identified in Question B,

    and

    - identify two logical ways they could help Emma prepare for using the strategies (suggested in Question B) for each identified goal,

    and

    - correctly identify the person / persons involved in the process of achieving each identified goal.

    The student fails to:

    - correctly list the three goals already identified in Question B,

    and / or

    - identify two logical ways they could help Emma prepare for using the strategies (suggested in Question B) for each identified goal,

    and / or

    - correctly identify the person / persons involved in the process of achieving each identified goal.

    Part 1:

    Question D

    The student is able to:

    - correctly list the three goals already identified in Questions B and C,

    and

    - correctly identify all relevant equipment they could gather or assemble for Emma to achieve each identified goal,

    and

    - adequately describe procedures established for the use of each identified equipment.

    The student fails to:

    - correctly list the three goals already identified in Questions B and C,

    and / or

    - correctly identify all relevant equipment they could gather or assemble for Emma to achieve each identified goal,

    and / or

    - adequately describe procedures established for the use of each identified equipment.

    Part 1:

    Question E

    The student is able to:

    - adequately describe a way / ways to maintain a safe and healthy environment for Emma to achieve her first goal (given),

    and

    - adequately describe a way / ways to maintain a clean and comfortable environment for Emma to achieve her first goal (given).

    The student fails to:

    - adequately describe at least one way to maintain a safe and healthy environment for Emma to achieve her first goal (given),

    and / or

    - adequately describe at least one way to maintain a clean and comfortable environment for Emma to achieve her first goal (given).

    Part 1:

    Question F

    The student is able to:

    - correctly list the three goals already identified in previous questions,

    and

    - correctly identify the relevant dignity of risk considerations for each identified goal.

    The student fails to:

    - correctly list the three goals already identified in previous questions,

    and / or

    - correctly identify the relevant dignity of risk considerations for each identified goal.

    Part 1:

    Question G

    The student is able to fully and clearly explain a way / ways to balance their duty of care requirements with Emma’s right to dignity of risk.

    The student fails to fully and / or clearly explain at least one way to balance their duty of care requirements with Emma’s right to dignity of risk.

    Part 1:

    Question H

    The student is able to, for each given consideration,:

    - explain fully and clearly why the consideration is important,

    and

    - correctly identify the relevant person / persons involved the process,

    and

    - adequately describe logical steps that can be taken to perform the relevant actions.

    The student fails to, for each given consideration,:

    - explain fully and clearly why the consideration is important,

    and / or

    - correctly identify the relevant person / persons involved the process,

    and / or

    - adequately describe logical steps that can be taken to perform the relevant actions.

    Part 2:

    Question A

    The student is able to:

    - identify three appropriate ways (strategy, method or action) to develop and establish trust,

    and

    - explain fully and clearly how each identified strategy, method or action can be used to develop and establish trust.

    The student fails to:

    - identify three appropriate ways (strategy, method or action) to develop and establish trust,

    and / or

    - explain fully and clearly how each identified strategy, method or action can be used to develop and establish trust.

    Part 2:

    Question B

    The student is able to:

    - fully and clearly explain, with a reason / reasons, why each action is important when providing care support services,

    and

    - correctly identify the person / persons involved in the process of each action.

    The student fails to:

    - fully and clearly explain, with at least one reason, why each action is important when providing care support services,

    and / or

    - correctly identify the person / persons involved in the process of each action.

    Part 3:

    Question A

    The student is able to adequately describe three appropriate ways they can monitor their own work to ensure the standard of support they provide.

    The student fails to adequately describe three appropriate ways they can monitor their own work to ensure the standard of support they provide.

    Part 3:

    Question B

    The student is able to explain fully and clearly how each method of monitoring Emma’s support activities can be carried out in a self-determining way for Emma.

    The student fails to explain fully and / or clearly how each method of monitoring Emma’s support activities can be carried out in a self-determining way for Emma.

    Part 3:

    Question C

    The student is able to correctly identify at least one potential or actual risk in Emma’s situation.

    The student fails to correctly identify at least one potential or actual risk in Emma’s situation.

    Part 3:

    Question D

    The student is able to explain fully and clearly how they should respond to the identified risks in the scope of their own work role.

    The student fails to explain fully and clearly how they should respond to the identified risks in the scope of their own work role.

    Part 3:

    Question E

    The student is able to:

    - correctly identify three behaviours of concern from Emma,

    and

    - adequately describe what they should do in the presence of each identified behaviour.

    The student fails to:

    - correctly identify three behaviours of concern from Emma,

    and / or

    - adequately describe what they should do in the presence of each identified behaviour.

    Part 3:

    Question F

    The student is able to:

    - explain fully and clearly why each reporting and documentation consideration is important,

    and

    - adequately describe a step / steps they can take to handle each given reporting and documentation consideration when they are unsure of it.

    The student fails to:

    - explain fully and / or clearly why each reporting and documentation consideration is important,

    and / or

    - adequately describe at least one step they can take to handle each given reporting and documentation consideration when they are unsure of it.

    Overall assessment requirements

    Word counts

    As per tasks

    Plagiarism

    All the student’s work is original and sourced where appropriate.

    Referencing

    Appropriate referencing conventions are used.

    5. Units of Competency

    This assessment meets the following units of competency:

    CHCCCS015 Provide individualised support

    CHCCOM005 Communicate and work in health or community services

    CHCLEG001 Work legally and ethically

    All terms mentioned in this text that are known to be trademarks or service marks have been appropriately capitalised. Use of a term in this text should not be regarded as affecting the validity of any trademark or service mark.

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