Third party details (required information from the learner)
Table of Contents
Workplace documents checklist 34
Instructions to Learner
Assessment instructions
Overview
Demonstrate that you have researched the topic thoroughly
Cover the topic in a logical, structured manner
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:
If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.
Collusion
Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet Competent” you will be required to re-enrol in the unit of competency.
Assessment appeals process
Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.
Assessment requirements
Assessment can either be:
Third party evidence.
If submitting third party evidence, the Third Party Observation/Demonstration document must be completed by the agreed third party.
Clients
Consumers.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.
Candidate Details
Assessment – CHCCCS011: Meet personal support needs
_____________________________________________________________
Email: _____________________________________________________________
Date: ____________________________________________________________
If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below:
Signed: ____________________________________________________________
Learner 3: ____________________________________________________________
Observation/Demonstration
The observation will usually require:
Performing a work based skill or task
Undertaking a simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the unit’s elements.
Third Party Guide
Assessment is required in the workplace
Where there are health and safety issues related to observation
The third party is not to be used as a co-assessor – the assessor must make the final decision on competency themselves.
Documents relevant to collection of third party evidence are included in the Third Party section in the Observations/Demonstrations document.
Third party details (required information from the learner)
Email address: ______________________________________________________________
Declaration for nominated third party
Where applicable, a signed observation by either an approved third party or the assessor will need to be included in these activities as proof of completion.
Activity 1A
Activity 1B
| Estimated Time | 60 Minutes |
|---|---|
| Objective | To provide you with an opportunity to identify requirements outside of scope of own role and seek support from relevant people. |
| Activity |
A piece of equipment that you are not qualified or trained to use are Continence aids - a wide variety of products are available to meet the specific needs of clients in your care. These are generally identified in consultation with a continence nurse. Continence aids may be mechanical, for example, a commode, toilet booster, transportable bag and crystals. Other more personal devices include condom drainage, catheters, pants or pads |
Activity 1C
Activity 1D
| Estimated Time | 45 Minutes |
|---|---|
| Objective | To provide you with an opportunity to consider specific cultural needs of the person. |
| Activity |
If the patient is Muslim and have some sort of preference in that case some of the things that can be done are to Lay the clothes out, or pass them to the client, in the order in which they are to be put on. Do not rush the client or take over the task yourself in an endeavour to hurry them. Talk the client through the procedure and clarify their preferences so adjustments can be made in a timely and comfortable manner. Keep the client informed at each stage of the procedure of what you are about to do next so they are prepared. |
Activity 1E
Activity 1F
| Estimated Time | 20 Minutes |
|---|---|
| Objective | To provide you with an opportunity to identify risks associated with the provision of support and confirm with supervisor. |
| Activity | Risks associated with clients can be:
For caregiver
|
Activity 2A
Activity 2B
| Estimated Time | 20 Minutes |
|---|---|
| Objective | To provide you with an opportunity to consider and confirm the person’s level of participation in meeting their personal support needs. |
| Activity |
Activity 2C
Activity 3A
| Estimated Time | 30 Minutes |
|---|---|
| Objective | To provide you with an opportunity to safely prepare for each task and adjust any equipment, aids and appliances. |
| Activity |
Negative consequences |
Activity 3B
Activity 3C
| Estimated Time | 20 Minutes |
|---|---|
| Objective | To provide you with an opportunity to identify and respond to routine difficulties during support routines, and report more complex problems to supervisor. |
| Activity | 1. Identify your own example, in the style of the examples given in chapter 3.3 of the unit, of how you could identify an issue providing care. Explain how you could consult with the client and the supervisor to resolve the issue. |
Activity 3D
Activity 3E
| Estimated Time | 20 Minutes |
|---|---|
| Objective | To provide you with an opportunity to work with the person and supervisor to identify required changes to processes and aids. |
| Activity |
Activity 3F
Activity 4A
| Estimated Time | 20 Minutes |
|---|---|
| Objective | To provide you with an opportunity to comply with the organisation’s reporting requirements, including reporting observations to supervisor. |
| Activity | • Telephone can also be useful if the person you are contacting has a phone nearby, it is not so good if they are out of the office or cannot answer a phone Complete documentation
|
Activity 4B
Activity 4C
| Estimated Time | 30 Minutes |
|---|---|
| Objective | To provide you with an opportunity to store information according to organisation policy and protocols. |
| Activity | Reporting can be performed in several ways: • Email reports are usually the quickest form of technology because people check their emails frequently even when they are out of the office. |
Summative Assessments
Skills – skill requirements, required skills, essential skills, foundation skills
Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledge evidence
Section B: Knowledge Activity (Q & A)
The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency.
Section A: Skills Activity
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.
Therefore, there is no skills activity required for this unit, as they have been covered in the previous activities.
Section B: Knowledge Activity (Q & A)
Concepts of enablement and re-ablement
Legal and ethical requirements related to the provision of personal support, and how these are applied in an organisation and individual practice:
body hygiene
grooming
Techniques for completing physical support routines
Infection control procedures
Application of anti-thrombotic-stockings - Used to reduce the risk of blood clots in the legs, oedema and to improve circulation, anti-thrombotic stockings can be difficult to apply. There will generally be some form of assistive device available to assist you and reduce the risk of tearing the client's skin.
Simple eye care - Eye wash or saline solution may be used to bathe a client's eyes after surgery or before eye drops or cream are applied. Use gloves to maintain infection control. Using fresh cotton pads bathe from the outside edge of the eye towards the nose. This is the direction a blink naturally follows to clean the surface of the eye. This is why 'sleep', the debris collected by a blink, is deposited in the inner corner of your eye. Only wipe once, then discard the pad. Use a fresh pad if you need to wipe the surface again
• Assisting with toileting and use of continence aids
• Bed bathing
• Hydration and nutrition needs (including addressing dysphagia)
• Maintenance of skin integrity and pressure area prevention
• Rest and sleep
• Respiration
How are the legal and ethical requirements related to the provision of personal support applied in an organisation?
Duty of care
legal obligation under Workplace Health and Safety guidelines to report any risk you see in the work environment and a moral obligation to ensure the comfort and safety of your client.
The points should include: privacy, duty of care, work health and safety.
Human body system
What are the personal safety risks associated with provision of personal support and what strategies can be used to minimise those risks?
Clients have the right to assert their preferences about any aspect of their care, whether they are in residential or private accommodation. Clients should be given the opportunity to make decisions and voice their preferences wherever possible.
When clients have preferences that are applicable to a situation, they should be confirmed with both the client and the supervisor, where required.
Answering clients’ questions and addressing their concerns
Confirm that the client understands and that they are happy.
Describe (in no more than 250 words each) two (2) techniques for completing physical support routines.
The training emphasises physical support as just one part of a whole setting approach to behaviour support. Physical techniques are not be taught in isolation. In Team-Teach training, they account for only two out eight modules. The physical techniques have sufficient range and robustness to be appropriate across the age and development range, for both the intentional and non-intentional “challenging” individual. The physical techniques provide a gradual, graded system of response commensurate with the situation, task and individuals involved, allowing for phasing up or down as dictated to by the circumstances at the time.
In order to prevent or minimise the transmission of infection a risk management approach is generally taken. Standard and additional precautions principles and practice are based on the mode of transmission of an infectious agent. Standard precautions are meant to reduce the risk of transmission of blood borne and other pathogens from both recognised and unrecognised sources. They are the basic level of infection control precautions which are to be used, as a minimum, in the care of all patients. These standard precautions apply to all client regardless of their diagnosis or presumed infection status, and in the handling of:
• Blood
In all cases the standard precautions should be considered minimum requirements for infection control. The Implementation of standard precautions is aimed at minimising the risk of transmission of infection from person to person even in high-risk situations. Standard precautions should be implemented at all times particularly when patients are undergoing invasive procedures, including catheterisation, cannulation or intubation. Health services that offer these procedures should provide detailed protocols for patient management in their infection control procedures manuals. In a health care setting there may be occasions that call for additional precautions. Additional precautions are work practices that should be applied for clients/patients known, or suspected, to be infected or colonised with infectious agents that may not be contained using standard precautions alone
What are the reporting technologies and what does following correct procedure ensure?
Maintain document
Maintaining documentation generally applies to the way information is presented and the way it is stored.
Section C: Performance Activity
Safely supported at least 2 individuals by performing the activities outlined in the performance criteria of this unit. This includes following support requirements of an established individualised plan and supporting each of the following activities:
bed bathing
showering
toileting and the use of continence aids
falls recovering
Answer the activity in as much detail as possible, considering your current employer’s requirements or the requirements you believe will be required in your chosen career.
Eating and drinking using appropriate feeding techniques
Oral hygiene
Lifting and transferring aids - are designed to reduce the risk of manual handling injuries. Training must be undertaken in their correct use and the appliance best suited to the client. Examples include overhead and standing hoists, swivel plates, slide sheets and walking belts.
Beds - should be raised to a level where you are comfortable to work without undue strain on the back. Raising and lowering the bed can also greatly assist the client when they are moving on and off the bed. Some have air mattresses to provide pressure care for the client while in bed.
As each client’s needs will be different, the amount of assistance needed for each activity will vary between each person.
Perform the following hazardous manual handling scenarios at least once in a community services context:
Mobility aids - ensure these have been measured and fitted for the client and not inherited or purchased without the advice of a professional. For example, there are specific measurements for the safe use of a walking stick
Workplace Documentation – for learner
Workplace documents checklist
To demonstrate and support workplace knowledge, workplace documents can be submitted to the assessor or third party. Indicate in the table below the documents that have been provided. Please refer to your trainer/assessor if clarification is required or if you have any further questions on what you are able to provide or use.