CHCCCS011 Reading Resources

CHCCCS011 - Meet personal
support needs - Resource

RTO Number: 122208 Melbourne & Adelaide CRICOS Number: 03373B Revision date: 30 Mar 2016
Next Review: 30 Mar 2017 Email: contact@jti.edu.au Revision: 1.0
© Job Training Institute Website: www.jti.edu.au Page 2 of 86
TABLE OF CONTENTS
TABLE OF CONTENTS........................................................................................................................................ 3
COURSE INTRODUCTION .................................................................................................................................. 7
ABOUT THIS GUIDE .................................................................................................................................................. 7
ABOUT THIS RESOURCE ...................................................................................................................................... 7
ABOUT ASSESSMENT.......................................................................................................................................... 8
ELEMENTS AND PERFORMANCE CRITERIA ..................................................................................................... 10
PERFORMANCE EVIDENCE AND KNOWLEDGE EVIDENCE ............................................................................... 12
PERFORMANCE EVIDENCE....................................................................................................................................... 12
KNOWLEDGE EVIDENCE .......................................................................................................................................... 12
ASSESSMENT CONDITIONS ............................................................................................................................ 14
PRE-REQUISITES ............................................................................................................................................. 14
TOPIC 1 – DETERMINE PERSONAL SUPPORT REQUIREMENTS ........................................................................ 15
REVIEW INDIVIDUALISED PLAN AND CONFIRM REQUIRED EQUIPMENT, PROCESSES AND AIDS .................... 15
EQUIPMENT, PROCESSES AND AIDS ........................................................................................................................... 15
IDENTIFY REQUIREMENTS OUTSIDE OF SCOPE OF OWN ROLE AND SEEK SUPPORT FROM RELEVANT PEOPLE
...................................................................................................................................................................... 18
ASPECTS OF PROCESSES AND AIDS OUTSIDE SKILLS AND KNOWLEDGE AND/OR JOB ROLE ....................................................... 19
CONSIDER THE POTENTIAL IMPACT THAT PROVISION OF PERSONAL SUPPORT MAY HAVE ON THE PERSON
AND CONFIRM WITH SUPERVISOR................................................................................................................. 21
CONSIDER SPECIFIC CULTURAL NEEDS OF THE PERSON ................................................................................. 22
CONSIDER SPECIFIC PHYSICAL AND SENSORY NEEDS OF THE PERSON ........................................................... 23
IDENTIFY RISKS ASSOCIATED WITH THE PROVISION OF SUPPORT AND CONFIRM WITH SUPERVISOR ........... 25
TOPIC 2 – MAXIMISE PARTICIPATION ............................................................................................................ 26
DISCUSS AND CONFIRM PERSON’S OWN PREFERENCES FOR PERSONAL SUPPORT IN A POSITIVE WAY......... 26
CONSIDER AND CONFIRM THE PERSON’S LEVEL OF PARTICIPATION IN MEETING THEIR PERSONAL SUPPORT
NEEDS ............................................................................................................................................................ 27
PROVIDE THE PERSON WITH INFORMATION TO ASSIST THEM IN MEETING THEIR OWN PERSONAL SUPPORT
NEEDS ............................................................................................................................................................ 28
TOPIC 3 – PROVIDE PERSONAL SUPPORT ....................................................................................................... 29
SAFELY PREPARE FOR EACH TASK AND ADJUST ANY EQUIPMENT, AIDS AND APPLIANCES ............................ 29
TAKE ACCOUNT OF IDENTIFIED RISKS IN THE PROVISION OF PERSONAL SUPPORT AND TECHNICAL SUPPORT
ACTIVITIES ..................................................................................................................................................... 30
IDENTIFY AND RESPOND TO ROUTINE DIFFICULTIES DURING SUPPORT ROUTINES, AND REPORT MORE
COMPLEX PROBLEMS TO SUPERVISOR .......................................................................................................... 31
PROVIDE SUPPORT OR ASSISTANCE IN THE CONTEXT OF IDENTIFIED RISKS .......................................................................... 32
IDENTIFY CHANGES IN THE PERSON’S HEALTH OR PERSONAL SUPPORT REQUIREMENTS AND REPORT TO
SUPERVISOR .................................................................................................................................................. 33
VARIATIONS ABOUT CLIENT'S HEALTH ........................................................................................................................ 33
REPORT VARIATIONS AND CONCERNS ABOUT CLIENT'S HEALTH ....................................................................................... 36
WORK WITH THE PERSON AND SUPERVISOR TO IDENTIFY REQUIRED CHANGES TO PROCESSES AND AIDS ... 37
MAINTAIN CONFIDENTIALITY, PRIVACY AND DIGNITY OF THE PERSON ......................................................... 38
TOPIC 4 – COMPLETE REPORTING AND DOCUMENTATION ............................................................................ 39
COMPLY WITH THE ORGANISATION’S REPORTING REQUIREMENTS, INCLUDING REPORTING OBSERVATIONS
TO SUPERVISOR ............................................................................................................................................. 39
COMPLETE AND MAINTAIN DOCUMENTATION ACCORDING TO ORGANISATION POLICY AND PROTOCOLS .. 40
COMPLETE DOCUMENTATION ......................................................................................................................... 40
MAINTAIN DOCUMENTATION ......................................................................................................................... 41
STORE INFORMATION ACCORDING TO ORGANISATION POLICY AND PROTOCOLS ........................................ 42
TOPIC 5 - ADDITIONAL INFORMATION ........................................................................................................... 43
HYGIENE AND WELLNESS ............................................................................................................................... 43
PERSONAL HYGIENE .............................................................................................................................................. 43
BODY ODOUR ....................................................................................................................................................... 44
HAND WASHING ................................................................................................................................................... 44
BAD BREATH ........................................................................................................................................................ 45
FOOD HYGIENE ..................................................................................................................................................... 45
ENVIRONMENTAL HYGIENE ..................................................................................................................................... 46
IMMUNISATION .................................................................................................................................................... 46
PSYCHOLOGICAL WELLNESS ..................................................................................................................................... 47
REST/ SLEEP ......................................................................................................................................................... 49
RELATIONSHIP BETWEEN PHYSICAL AND PSYCHOLOGICAL WELLNESS ................................................................................ 50
ANATOMY AND PHYSIOLOGY ........................................................................................................................ 51
ANATOMICAL DIVISIONS AND APPROPRIATE TERMINOLOGIES ......................................................................................... 54
THE HUMAN BODY CAVITIES ................................................................................................................................ 56
STANDARD ANATOMICAL POSITION: ...................................................................................................................... 57
......................................................................................................................................................................... 57
......................................................................................................................................................................... 58
PRINCIPLE BODY REGIONS .................................................................................................................................... 58
MAJOR BODY SYSTEMS.................................................................................................................................. 60

THE CARDIOVASCULAR SYSTEM ..................................................................................................................... 62
T HE H EART ANATOMY .......................................................................................................................................... 62
BLOOD VESSELS .................................................................................................................................................... 63
CARDIOVASCULAR SYSTEM PHYSIOLOGY .................................................................................................................... 64
THE DERMAL OR INTEGUMENTARY SYSTEM .................................................................................................. 65
THE DIGESTIVE OR GASTROINTESTINAL SYSTEM ............................................................................................ 66
DIGESTIVE SYSTEM PHYSIOLOGY .............................................................................................................................. 66
THE ENDOCRINE OR GLANDULAR OR HORMONAL SYSTEM ........................................................................... 67
PHYSIOLOGY OF THE ENDOCRINE SYSTEM .................................................................................................................. 67
THE EXCRETORY SYSTEM ............................................................................................................................... 68
THE MUSCULAR SYSTEM ................................................................................................................................ 69
M USCLE T YPES .................................................................................................................................................. 69
THE NERVOUS SYSTEM .................................................................................................................................. 69
NERVOUS SYSTEM ANATOMY .................................................................................................................................. 69
F UNCTIONS OF THE N ERVOUS S YSTEM ................................................................................................................ 70
THE REPRODUCTIVE SYSTEM (MEN AND WOMEN). ....................................................................................... 71
FEMALE REPRODUCTIVE SYSTEM .............................................................................................................................. 71
THE MALE REPRODUCTIVE SYSTEM ............................................................................................................................ 71
THE RESPIRATORY OR PULMONARY SYSTEM ................................................................................................. 72
THE SKELETAL SYSTEM ................................................................................................................................... 73
SKELETAL SYSTEM ANATOMY .................................................................................................................................. 73
THE SENSORY SYSTEM ................................................................................................................................... 74
INFECTION CONTROL PROCEDURES ............................................................................................................... 75
STANDARD PRECAUTIONS ............................................................................................................................... 76
HANDWASHING ............................................................................................................................................... 77
GLOVES ............................................................................................................................................................ 77
GOWNS ............................................................................................................................................................ 78
MASKS, EYE PROTECTION, FACESHIELDS.......................................................................................................... 78
WATERPROOF APRONS .................................................................................................................................... 79
ENVIRONMENTAL CONTROL ........................................................................................................................ 79
HAND HYGIENE PRACTICES ............................................................................................................................ 80
ENABLEMENT AND REABLEMENT .................................................................................................................. 83
ENABLEMENT ....................................................................................................................................................... 83
REABLEMENT........................................................................................................................................................ 83
SUMMARY ..................................................................................................................................................... 84
REFERENCES................................................................................................................................................... 85
COURSE INTRODUCTION
ABOUT THIS GUIDE
This learner guide covers one unit of competency that is part of the community services
training package:
 CHCCCS011 Meet personal support needs
This unit describes the skills and knowledge required to determine and respond to an
individual’s physical personal support needs and to support activities of daily living.
This unit applies to workers who provide support to people according to an established
individualised plan in any community services context. Work performed requires some
discretion and judgement and may be carried out under regular direct or indirect
supervision.
The skills in this unit must be applied in accordance with Commonwealth and
State/Territory legislation, Australian/New Zealand standards and industry codes of
practice.
ABOUT THIS RESOURCE
This resource brings together information to develop your knowledge about this unit.
The information is designed to reflect the requirements of the unit and uses headings to
makes it easier to follow.
Read through this resource to develop your knowledge in preparation for your
assessment. You will be required to complete the assessment tools that are included in
your program. At the back of the resource are a list of references you may find useful to
review.
As a student it is important to extend your learning and to search out text books,
internet sites, talk to people at work and read newspaper articles and journals which
can provide additional learning material.
Your trainer may include additional information and provide activities. slide
presentations and assessments in class to support your learning.
ABOUT ASSESSMENT
Throughout your training we are committed to your learning by providing a training

and assessment framework that ensures the knowledge gained through training is
translated into practical on the job improvements.
You are going to be assessed for:
 Your skills and knowledge using written and observation activities that apply
to your workplace.
 Your ability to apply your learning.
 Your ability to recognise common principles and actively use these on the job.
You will receive an overall result of Competent or Not Yet Competent for the assessment
of this unit. The assessment is a competency based assessment, which has no pass or
fail. You are either competent or not yet competent. Not Yet Competent means that you
still are in the process of understanding and acquiring the skills and knowledge
required to be marked competent. The assessment process is made up of a number of
assessment methods. You are required to achieve a satisfactory result in each of these to
be deemed competent overall.
All of your assessment and training is provided as a positive learning tool. Your assessor
will guide your learning and provide feedback on your responses to the assessment. For
valid and reliable assessment of this unit, a range of assessment methods will be used to
assess practical skills and knowledge.
Your assessment may be conducted through a combination of the following methods:
 Written Activity
 Case Study
 Observation
 Questions
 Third Party Report
The assessment tool for this unit should be completed within the specified time period
following the delivery of the unit. If you feel you are not yet ready for assessment,
discuss this with your trainer and assessor.
To be successful in this unit you will need to relate your learning to your workplace. You
may be required to demonstrate your skills and be observed by your assessor in your
workplace environment. Some units provide for a simulated work environment and
your trainer and assessor will outline the requirements in these instances.
ELEMENTS AND PERFORMANCE
CRITERIA
1. Determine personal 1.1 Review individualised plan and confirm required
support requirements equipment, processes and aids
1.2 Identify requirements outside of scope of own role

and seek support from relevant people
1.3 Consider the potential impact that provision of

personal support may have on the person and confirm
with supervisor
1.4 Consider specific cultural needs of the person
1.5 Consider specific physical and sensory needs of

the person
1.6 Identify risks associated with the provision of

support and confirm with supervisor
2. Maximise participation 2.1 Discuss and confirm person’s own preferences for
personal support in a positive way
2.2 Consider and confirm the person’s level of

participation in meeting their personal support needs
2.3 Provide the person with information to assist

them in meeting their own personal support needs
3. Provide personal support 3.1 Safely prepare for each task and adjust any
equipment, aids and appliances
3.2 Take account of identified risks in the provision of

personal support and technical support activities
3.3 Identify and respond to routine difficulties

during support routines, and report more complex
problems to supervisor
3.4 Identify changes in the person’s health or personal

support requirements and report to supervisor
3.5 Work with the person and supervisor to identify

required changes to processes and aids
3.6 Maintain confidentiality, privacy and dignity of the

person
4. Complete reporting and 4.1 Comply with the organisation’s reporting
documentation requirements, including reporting observations to
supervisor
4.2 Complete and maintain documentation according

to organisation policy and protocols
4.3 Store information according to organisation policy

and protocols
PERFORMANCE EVIDENCE AND
KNOWLEDGE EVIDENCE
This describes the essential knowledge and skills and their level required for this unit.
PERFORMANCE EVIDENCE
The candidate must show evidence of the ability to complete tasks outlined in elements
and performance criteria of this unit, manage tasks and manage contingencies in the
context of the job role. There must be evidence that the candidate has:
 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:
o Bed bathing
o Dressing, undressing and grooming
o Eating and drinking using appropriate feeding techniques
o Oral hygiene
o Shaving
o Showering
o Toileting and the use of continence aids
o Using aids and equipment including devices used by the person
 Performed the following hazardous manual handling scenarios at least once:
o Transferring a person between bed and chair
o Transferring a person in and out of car
o Falls recovering
KNOWLEDGE EVIDENCE
The candidate must be able to demonstrate essential knowledge required to effectively

complete tasks outlined in elements and performance criteria of this unit, manage tasks
and manage contingencies in the context of the work role. This includes knowledge of:
 Different contexts for provision of personal support and impacts on the way
services are provided
 Role and responsibilities of the personal support providers and workers
 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:
o Privacy, confidentiality and disclosure
o Duty of care
o Work health and safety, including manual handling
 Basics of:
o Body hygiene
o Grooming
o Oral hygiene
o Human body system
 Personal safety and security risks associated with provision of personal
support and strategies to minimise those risks
 Features, functions and safe use of equipment and aids used in provision of
personal support and devices used by the person including the importance of
adjusting equipment and aids to the needs of the individual
 Techniques for completing physical support routines
 Infection control procedures
 Organisational reporting technologies
ASSESSMENT CONDITIONS
Skills must have been demonstrated in a relevant workplace that provides personal
support services to people, with the addition of simulations and scenarios where the full
range of contexts and situations have not been provided in the workplace. These are
situations relating to emergency or unplanned procedures where assessment in these
circumstances would be unsafe, impractical or threatens the dignity of the person. The
following conditions must be met for the unit:
 Use of suitable facilities and resources including:

o Individualised plans specifying different personal support needs
o Equipment outlined in individualised plans
 Modelling of industry operating conditions including involvement of real
people when simulating the provision of service and equipment use
Overall, assessment must involve some real interactions with people who require
personal support.
Assessors must satisfy the Standards for Registered Training Organisations (RTOs)
2015/AQTF mandatory competency requirements for assessors.
PRE-REQUISITES
This unit must be assessed after the following pre-requisite unit:
There are no pre-requisites for this unit.
TOPIC 1 – DETERMINE PERSONAL
SUPPORT REQUIREMENTS
REVIEW INDIVIDUALISED PLAN AND CONFIRM REQUIRED

EQUIPMENT, PROCESSES AND AIDS
In your role as a care worker you may be required to deliver aspects of personal care to
a diverse range of clients. Some of these may be:
 People living in a residential care environment

 People living in the community
 Students in schools
You may well be working with the client's primary carer to deliver services. Whoever
your client is they will have a personal care support plan in place to give you clear
instructions as to what kind of support they are expecting of you. The plan is developed
in consultation with the case manager, client, carer, doctor and other professionals and
covers the social, emotional, physical and cognitive aspects of a client's total care. You
may be responsible for working to a standalone personal care plan or the personal care
aspects of the wider individualised care plan.
The care plan will outline how you are to perform care tasks and the detail the level of
client involvement in the task. Often your role is to spend time encouraging the client to
do as much for themselves as possible.
It is vitally important that you review the care plan with the client, and their primary
carer if necessary, to ensure you are meeting the needs of the client in the most
professional manner possible. This is particularly important where the client's needs
may have changed recently or there is confusion about the limits of your role and
responsibility.
EQUIPMENT, PROCESSES AND AIDS
For many of your clients there will be a range of equipment and aids that have been
identified to assist you and the client. An occupational therapist or physiotherapist will
have assess the client before the care plan is initiated. These aids and equipment are
designed to make procedures safer for the client and worker and to promote the
independence and dignity of the client.
These may include:
 Wheelchairs and other transport devices - these may present a hazard to you
as a worker so be familiar with correct use and see to the maintenance of
equipment to eliminate risks to yourself and the client.
 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.
 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.
 Breathing devices - a range of devices including nebulisers, 'puffers', oxygen
tanks and other inhalation methods, may be required by the client to
administer medication and assist with breathing.
 Scales - monitoring weight gain or loss can be particularly important where a
client may have a degenerative condition, is elderly or is being treated for
obesity. Scales in these settings are often transportable chair types that must
be kept hygienically clean to prevent the spread of infection from one client
to another.
 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.
 Personal audio-visual aids - while many people wear hearing aids or glasses,
care of these devices is often overlooked as an aspect of personal care.
Regular cleaning and maintenance needs to be provided to ensure the devices
are fit for the purpose for which they were intended.
 Modified eating and drinking aids - an extensive range of eating and drinking
aids exist to assist clients to maintain independence and dignity in this
important aspect of their lives. These include padded handgrips on cutlery to
assist clients with grasping difficulties, cups with spouts for ease of drinking,
balanced spoons for those with palsy or Parkinson's and plates with a
pronounced lip to move food against and prevent spills.
Part of your role is to ensure that all equipment is maintained in a manner that
promotes safety and hygiene. Check your organisation's procedures on reporting
maintenance issues, especially if you are working in a HACC environment. Take any
faulty equipment out of service.
It is essential that you use any lifting devices identified as necessary for safe transfer of
the client. If you are not sure of correct manual handling procedures, or how to use a
specific piece of equipment, then immediately seek the advice of your supervisor. Using
equipment you are not familiar with, such as a lifting device, can result in serious injury
to you and/or the client.
IDENTIFY REQUIREMENTS OUTSIDE OF SCOPE OF OWN ROLE
AND SEEK SUPPORT FROM RELEVANT PEOPLE
Your role as a care worker will involve you dealing with many aspects of client care.
Some of these may include:
 Assisting with personal hygiene

 Assisting with eating and drinking and use feeding techniques
 Assisting with oral hygiene and health care
 Assisting with toileting and use of continence aids
 Bed bathing
 Dressing and grooming including assisting with pressure stockings
 Shaving
 Showering
 Elimination
 Hydration and nutrition needs (including addressing dysphagia)
 Maintenance of skin integrity and pressure area prevention
 Mobility and transfer including in and out of vehicles and falls recovery
techniques
 Monitoring medication as appropriate to work role
 Nail care
 Pain management
 Rest and sleep
 Respiration
 Technical care activities according to the personal care support plan and
organisation policies, protocols and procedures
Be aware that you may be asked by clients to perform tasks for which you have not been
trained. As a care worker you have a legal duty of care to meet the needs of the client by
working in a manner that does not cause them harm. Where you are unfamiliar with an
aspect of a task or technical procedure, seek the guidance of your supervisor and
undertake further training.
In Home and Community Care (HACC) you will find there are non-transferrable skills
where you will be trained in an aspect of personal care with one particular client. Even
though other clients require the same procedure you will require further individualised
training to be able to deliver the same service to them. There is nothing in your training
that will qualify you to perform invasive or highly technical procedures. These will be
performed by a registered nurse.
ASPECTS OF PROCESSES AND AIDS OUTSIDE SKILLS AND KNOWLEDGE

AND/OR JOB ROLE
While you may be responsible for some technical aspects of care there will still be some
restriction on your level of involvement.
Some of these may include:
 Catheters - you are responsible for observing for discharge as an indicator of

infection, keeping the area and catheter clean by using alcohol wipes to
carefully wipe away from where it enters the body, emptying and changing
catheter bags and possibly measuring output. You are not responsible for
inserting or removing catheters. This will be done by qualified medical staff.
 Suppositories and enemas - these are considered an invasive procedure and
will be performed by qualified medical staff. You are required to monitor and
record the result.
 Wound dressings - in some instances you are required to apply and tend to
simple, superficial wounds. Where more complex wounds exist that require
sterile dressings these will be performed by qualified medical staff. You are
responsible for observing the client for any changes that may indicate a
possible infection at the wound site, such as spreading redness, pain, heat or
offensive odour or discharge.
 Injections - under no circumstance are you to administer an injection. In
some HACC situations a family member may be administering injections
without training and seek your assistance. You are to politely refuse and
explain that you are not legally permitted to perform the task. This situation
should be reported to your supervisor as training or further support may be
offered to the family member.
 Blood pressure - you may be required to monitor and record a client's blood
pressure. This can be done with an electronic Blood Pressure Monitor. You
are not permitted to perform this task with a sphygmomanometer because
to use one without proper training can result in serious injury to the client.
 Taking blood and other samples - taking blood samples can only be
performed by a person who has undertaken training in venipuncture. You
are required to take urine, stool and sputum samples using strict infection
control procedures.
 Oxygen administration - you are not permitted to change the flow of oxygen
unless authorised by a health professional. You are required to monitor the
client for changes in breathing patterns or signs of respiratory distress. You
will also be responsible for cleaning and changing any breathing tubes under
the direction of a health professional.
 Podiatry and foot care - check your organisation's policy on foot care. Some
have guidelines that state nail care can only be performed by a trained
professional such as a podiatrist. Others encourage care workers to perform
the task but may exclude diabetics from the procedure. Their increased risk
of circulatory problems and infections are better monitored by a trained
podiatrist.
Always seek the guidance of the supervisor if you are asked to perform procedures you
are not familiar with or are uncertain of your level of responsibility.
CONSIDER THE POTENTIAL IMPACT THAT PROVISION OF
PERSONAL SUPPORT MAY HAVE ON THE PERSON AND CONFIRM
WITH SUPERVISOR
For many clients in a personal care situation the fact that they now require assistance to
meet their own personal care needs can come with a range of emotions.
These emotional responses may include:
 Embarrassment
 Fear
 Disempowerment
 Humiliation
 Discomfort
 Relief
 Gratitude
Ageing, injury, disability or progressive illnesses may result in the client requiring
assistance with activities of daily living (ADL). For some people this can be a depressing
experience that makes them aware of their mortality. For many there is the
embarrassment of having a stranger see them naked or provide physical assistance with
highly personal tasks. This state of mind may be acted out on you as the person
providing care.
You may find a client who is unfriendly and exacting in their expectations as their way
of exerting some control over their changing personal circumstance. Be patient and
perform your duties to the highest standard. Find ways to engage with the client that
relate to other aspects of their life as the person adjusts to the new routine. Your
empathy and excellent communication skills will stand you in good stead in these
situations. Make sure you keep the client as covered as possible during personal care
routines.
For other clients there is a welcome relief to engaging a professional who can meet their
personal care needs. In many instances this enables the client to stay in their own home
or remain with a family member who may not be able to care for them physically but
meets their needs in other important aspects of their life. Discuss with your supervisor
the background to why the client requires your assistance with aspects of their personal
care. This will help in your communication approach to the client, their carer and
significant others.
CONSIDER SPECIFIC CULTURAL NEEDS OF THE PERSON
Australia has a community rich in diversity. Many of your clients and colleagues may
come from a cultural background different to your own. It is important that you are
familiar with the cultural preferences of your clients in terms of communication and
personal care. For example, some female clients from a Muslim background require a
female carer to attend to their personal needs. Preferences such as these should be
identified during development of the care plan but where concerns arise alert your
supervisor immediately.
Avoid applying your own personal preferences to the client. Some people from other
cultural backgrounds prefer not to wear deodorant, others do not cut their hair. Women
of some Asian backgrounds do not fully bath or shower for weeks after having a baby
but sponge themselves with hot water and keep warm, believing this will lead to better
health in old age.
Some cultures have very strict rules about the preparation of food and clients will
refuse to eat if these are not adhered to.
Research a little of the cultural background of your client before you start work with
them. Ask if they prefer tasks performed a particular way and how they wish to be
addressed. By showing respect for a person's beliefs you will soon establish a good
working relationship with them.
Remember, you are a professional providing personal care to the client according to
their preferences.
CONSIDER SPECIFIC PHYSICAL AND SENSORY NEEDS OF THE
PERSON
When caring for clients, it is important that you consider all aspects of their needs this is
especially so when a client has a specific physical and/or sensory need.
It is important to remember that physical and sensory disorders can affect people in a
variety of ways; they can arise as a result of an accident, illness or congenital disorder,
or even situational circumstances.
A range of health conditions:
 Neurological
 Circulatory
 Respiratory
 Musculo-skeletal
The above range of health conditions can cause physical disability and some may lead to
sensory impairment. Either Physical or sensory types disorders can and will affect a
person, this can be suddenly, such as a stroke, or over a period of time, as in multiple
sclerosis.
Some patients may be affected by a static condition, where as another patient may be
affected by one that fluctuates.
It is important that you are aware that these conditions that lead to either or both
physical or sensory disability can arise at any stage in the patient’s life. Some patients
can and are affected by more than one condition, whether it be multiple disabilities, or
multiple sensory needs, or a combination of both.
When dealing with a person’s disorder it is important that you consider the specific
physical and sensory needs of the person. As seen in Maslow’s Hierarchy of basic needs
it states:
The first and most basic of all needs are those to do with physical survival. This is the need for
food, drink, shelter, sleep and oxygen. If a person cannot satisfy this basic survival need it
dominates their interest and concern.
The five basic senses of sensory system of a person involves:
 Sight
 Hearing
 Taste
 Smell
 Touch
Another sense to consider is the emotional sense of the person. As you can see it is
important that you make sure that you consider all the senses as well as the physical
needs of the person that you are dealing with.
IDENTIFY RISKS ASSOCIATED WITH THE PROVISION OF
SUPPORT AND CONFIRM WITH SUPERVISOR
At all times you should work in a manner that ensures the safety of yourself and others.
Where you are concerned there exists a risk that has not been identified and dealt with
previously then you must alert your supervisor immediately.
Some of the risks you may need to consider include:
 Evidence of self-neglect
 Behaviours of concern
 Impaired judgement and problem solving abilities
 Impaired cognitive functioning
 Sudden or unexpected change in health status, including sensory loss
 Home environmental hazards
 Slippery or uneven floor surfaces
 Physical obstructions, locked doors, furniture blocking exits etc.
 Poor home maintenance or hygiene
 Poor lighting
 Inadequate heating and cooling
 Inadequate security
 Social rights infringement
All of these can have an immediate impact on the health and wellbeing of your client
and on you as a worker. You have a 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.
TOPIC 2 – MAXIMISE PARTICIPATION
DISCUSS AND CONFIRM PERSON’S OWN PREFERENCES FOR

PERSONAL SUPPORT IN A POSITIVE WAY
Good grooming and personal care is one way of boosting the client's self-esteem and
sense of worth. The client may well have a particular sense of style and strong
preferences for the way they dress or wear their hair. This can be influenced by culture,
age or social experience.
Start by offering the client a choice regarding what they would like to wear. Limit the
number of options for people with severe depression or dementia as the decision
making process may be overwhelming if presented with too many choices. Keep in mind
safety concerns, social involvement and the weather when choosing appropriate clothes
and footwear.
Hair grooming and makeup are very personal and you should invite the client to guide
you through the process if you are the one performing the task.
You should always check the client's personal preferences before preparing equipment
and the environment to deliver personal care.
CONSIDER AND CONFIRM THE PERSON’S LEVEL OF
PARTICIPATION IN MEETING THEIR PERSONAL SUPPORT NEEDS
When interacting with your client for the first time, or when changes have been made as
a result of the evaluation and review process, you will need to consult with your client
and discuss the task you are about to perform. Make sure you are both clear about what
is expected and the outcome to be achieved.
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.
Always seek a client's permission to touch their body in any way.
While this will have been discussed when developing the care plan you should always
clarify with your client their level of participation in the procedure.
Many clients prefer to wash their own body themselves while you are responsible for
washing the areas they cannot manage. At each step you should invite the client to
attempt the task themselves where possible.
Some clients will be able to dress themselves with encouragement from you. 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.
Oral hygiene may require you to put toothpaste on the brush and little else or it may
require you to perform the entire task in its entirety.
Assist the client to maintain their independence where their physical and mental
capacity supports this by confirming with them what they can do. Work with the client
to support their efforts rather than have them feel they are having things done to them
they could themselves
PROVIDE THE PERSON WITH INFORMATION TO ASSIST THEM IN
MEETING THEIR OWN PERSONAL SUPPORT NEEDS
When making decisions regarding their personal care the client may require further
information on which to base their choices. If the client is to be going out of the house it
is appropriate to inform them of the weather conditions so they can choose their
clothing appropriately to match the climate and the occasion.
The client may need advice on modifications to be made to their clothing to adapt them
to their changing needs. Elastic waisted trousers are much easier to lower to go to the
toilet than unbuckling a belt and unbuttoning trousers. Cardigans or tops that unbutton
at the front are much easier to put on and off than jumpers and windcheaters, thereby
reducing discomfort to the client and risking skin tears.
When talking someone through a procedure such as teeth cleaning or bathing it may be
useful to prompt them to finish the task. This can be as simple as talking them through
each step or respectfully reminding them of part of the task not yet done.
TOPIC 3 – PROVIDE PERSONAL
SUPPORT
SAFELY PREPARE FOR EACH TASK AND ADJUST ANY

EQUIPMENT, AIDS AND APPLIANCES
Always check the care plan for instructions on the appropriate equipment and aids to
use with people in your care. Assessments will have been conducted previously to
determine the most appropriate to use for each individual client. These are designed to
enhance the independence and dignity of the client while ensuring their safety and that
of the worker.
You will be responsible for monitoring the maintenance of all equipment to ensure it is
fit for purpose and ready to use when required by the client. Always check that hoist
batteries are charged before you place the client in it.
Think through the task before you start, prepare all equipment and aids and have them
positioned conveniently before you commence the care task. This reduces any risk to
you and your client and ensures the task is completed in a professional and timely
manner.
TAKE ACCOUNT OF IDENTIFIED RISKS IN THE PROVISION OF
PERSONAL SUPPORT AND TECHNICAL SUPPORT AC TIVITIES
As well as those previously discussed in other sections of this text, you may be required
to assist with other technical tasks such as:
 Application of prostheses - A prosthesis is an artificial device that replaces a

missing or malfunctioning body part, which may be lost through trauma,
disease, or congenital conditions. These devices can include the obvious
artificial legs and arms but also include hearing aids, false teeth, glass eyes
and spectacles. When fitting an artificial limb be sure to check the integrity of
the skin on the stump for signs of bruising or chafing.
 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
It is very important that you are able to take account any identified risks in the
provision of personal support and technical support activities. And that you are able to
provide support or assistance with technical care activities according to the personal
care plan and organisation policies, protocols and procedures.
IDENTIFY AND RESPOND TO ROUTINE DIFFICULTIES DURING
SUPPORT ROUTINES, AND REPORT MORE COMPLEX PROBLEMS
TO SUPERVISOR
You may find on occasions that you are unable to provide the service required by the
client and noted in the care plan.
This can be for a variety of reasons including:
 Personality clash - where you and a client are unable to communicate

effectively to develop a professional relationship conducive to completing
personal care tasks. Clients who receive care support are representative of
the diverse community in which we live. None of us will get along amicably
with everyone we meet. If this becomes a problem that affects the level of
care support a client receives then you must report the situation to your
supervisor. Another care worker can be allocated with a more compatible
personality or culturally similar background.
 Changes in the client's health status - where a client's condition deteriorates
for any reason. They may no longer be able to weight bear or transfer safely.
While it may be a temporary situation this poses an immediate manual
handling risk to you and the client and must be dealt with as a matter of
urgency. The client will be assessed and the appropriate equipment provided.
Where you have been unable to complete a personal care task as a result of
this type of situation find an alternative short term solution. This could
include offering the client a bed pan rather than transferring them on and off
the toilet, or a bed bath and change of clothes rather than a full shower.
 Unfamiliar tasks - where you have not received adequate training to be able
to perform a procedure you should contact the supervisor or an experienced
colleague and seek training. As the client's condition changes new tasks may
be added to their care routine and your skills will need to be developed to
align with the expectations of your role.
 Client refusal - for many reasons the client may simply refuse personal care.
This can be due to tiredness, feeling unwell, or wanting to feel in control of a
situation.
In any situation where you have been unable to adequately complete a personal care
task you must document the situation and report to your supervisor. This information is
used to establish a pattern of behaviour that can be addressed by modifications to the
individualised care plan.
Incomplete care procedures can have a detrimental effect on the client's wellbeing and
must be addressed in line with the reporting procedures for your organisation
It is important that you are able to identify and respond to routine difficulties during
support routines, if the problems are more complex then you must report them to your
supervisor.
PROVIDE SUPPORT OR ASSISTANCE IN THE CONTEXT OF IDENTIFIED RISKS
Clients must be supported by you in their choice to engage with risk. This is a human
right and is part of self-determination and decision making. Your role is to ensure that
the client is aware of, and prepared to live with, the consequences of their actions. As a
worker you have a duty of care to provide for the safety and wellbeing of yourself, other
people who may be affected by the client's actions and to the client themselves.
Where you are concerned the client may be purposely placing themselves at risk of self-
harm then you are obliged to prevent them from acting. A client who asks you to
remove the lid from their medication so they can take an overdose may be angry at your
refusal but the legal consequences to you of performing the task requested would be
severe. You would have clearly breached your duty of care as a reasonable person in
your situation would have refused to assist a client to self-harm.
Where a client refuses to eat meals or take their medication this should be reported to
your supervisor for immediate attention. You cannot force a client to do either task
because to do so is assault and criminal charges can be laid against you.
A client who regularly refuses to wash may be at risk of infection and loss of skin
integrity and they are therefore placing themselves at risk. This situation needs to be
documented and reported.
While a client may be entitled to engage with risk in terms of their personal care it is
your obligation to see that this does not result in harm to anyone, including the client.
IDENTIFY CHANGES IN THE PERSON’S HEALTH OR PERSONAL
SUPPORT REQUIREMENTS AND REPORT TO SUPER VISOR
In order to provide the highest standard of service, as a client's health status changes
over time the care plan will be modified to address their changing needs. As the person
implementing the care strategies with the client your input will be sought when looking
at the effectiveness of the existing program.
Where you can identify an area that needs to be modified you should document this and
provide the information to your supervisor.
This can relate to any area of the client's development. A client with a condition that
causes physical degeneration may require changes to their physical environment such
as the installation of ramps or ceiling hoists. A client with dementia may pose an
increased risk to themselves and others as they forget to turn appliances off or wander
away. A client with mental health issues may require a change to their medication or
additional professional support.
Whatever the nature of the variation in the client support required your prompt
response in identifying and reporting it will help maintain a good quality of care for the
client.
VARIATIONS ABOUT CLIENT'S HEALTH
As the person performing the personal care tasks you will be ideally positioned to
observe changes to facets of the client's body and behaviour. In many instances you may
be the only person who can monitor a client's skin or bowel movements.
Some of the things you may observe are listed in the table below. As you will see many
of these observations may give a medical professional a clear indication that all is not
well with the client. It is essential that you report any changes you observe as quickly as
possible.
Observation of: Changes observed Possible indication of:
Urine  Offensive smell, cloudy, Urinary tract infection (UTI)

pain on urinating
 brown instead of pale Possible blood in the urine or
straw colour dehydration
 frequent, copious, watery Possible indicator of diabetes,
voiding especially when associated with
unquenchable thirst
Vomit  recognisable food chunks Food has not been in the stomach
very long or insufficient acid to
break food down. Recognisable
food may also indicate that it is
not being chewed properly so
there may be teeth or mouth
problems.
 looks like coffee grounds
Digested blood. May indicate
bleeding ulcers in the stomach or
duodenum. This requires urgent
attention.
 green, slimy
May be a result of repeated
vomiting as the bile and gastric
juices are all that are expelled.
Skin  colour Cyanosis (blueness) of the lips and

nail beds may indicate heart or
breathing difficulties and must be
reported urgently. This is
particularly important where the
client complains of chest pain or is
on oxygen therapy.
Cherry redness of the lips and nail

beds can be an indicator of too
much oxygen in a client on oxygen
therapy.
Jaundice (yellow) may indicate

problems with the liver and
should be reported immediately.
 changes to freckles, moles May be an indicator of skin cancer

or formerly clear skin and melanoma. Must be reported
immediately.
 bruising, lacerations May be an indicator of a fall and

should be followed up to ensure
there is no internal damage. This
may also be an indicator of abuse
to the client and must be
reported immediately.
Cognitive function  memory loss, forgetting Common indicators of the onset of

the purpose of commonly dementia or depression. These
used objects, anger when observations may also be as a
prompted for a forgotten result of a reaction to medications.
word Any loss of cognitive function
should be reported.
Emotional  uncharacteristic angry May indicate some form of abuse

outbursts or complete and must be reported
withdrawal immediately. This is particularly
important where the client is
elderly or very young, or you as a
worker are at risk of harm.
 prolonged sadness, tearful May be indicators of depression or

most of the time, other mental health issues. Must
expressing a wish to die, be reported immediately.
threatening suicide
Faeces Familiarise yourself with the

Bristol stool chart so you can
accurately report the type of
motion passed.
 loose bowel motions
May be an indicator of diarrhoea
caused by infection or reaction to
medication.
 pain and/or bleeding on
opening bowels May be an indicator of bleeding
haemorrhoids, potential bowel
cancer or severe constipation.
 hard, dry motions, no
bowel motions Constipation due to improper
toileting regime, use of pain
relieving medication, dehydration,
poor muscle tone, insufficient
peristalsis, inadequate dietary
fibre.
Pain  verbal expression of pain Where a client is able to identify

the type and level of pain this
should be monitored and
reported. Various tools are
available to identify the level of
pain. Check which tool your
organisation uses.
 non verbal expression of
pain Where a client cannot verbally
describe their pain it is vital that
the carer note where, when, how
much and what relieves the pain
being expressed in the client's
demeanour, facial expressions or
body language.
Breathing  wheezing, especially on Can be an indicator of a foreign

the outward breath object, such as food, being
aspirated into the airways. Can
also indicate asthma that requires
urgent treatment.
 large energy output May indicate emphysema or

required to force air out of chronic obstructive pulmonary
lungs disease. Ensure client has been
medicated, is resting in a position
that eases breathing, and has been
adequately hydrated.
REPORT VARIATIONS AND CONCERNS ABOUT CLIENT'S HEALTH
Where there is a concern about a client's health and wellbeing then a report should be
made to your supervisor as soon as possible.
Reports can be:
 Verbal (telephone or face to face)

 Non-verbal (progress reports, case notes, anecdotal or running records,
incident reports, observation charts, fluid balance charts, etc.)
In an emergency it is wise to report to the supervisor immediately and follow up with a

written report. Be specific in what you report. As evidenced in the table previously,
being able to describe exactly what you have seen, smelled, heard, measured or felt can
give a doctor a much clearer picture of what is happening with the client and how
urgently they may need treatment
WORK WITH THE PERSON AND SUPERVISOR TO IDENTIFY
REQUIRED CHANGES TO PROCESSES AND AIDS
The initial care plan will be reviewed on a regular basis to ensure the processes and aids
in place are meeting the needs of the client. As the client's needs change they should be
reflected in modifications made to the care plan.
New goals may need to be established in consultation with the client, their family and
primary carer if applicable. Each client in your care is an individual with their own goals
and aspirations. Needs may be easy to accommodate or a challenge for everyone
involved but due respect must be paid to the impact on the client's life when
determining their feasibility. All goals made should be with the aim of maintaining the
health, dignity and quality of life of the client.
The wider health team, consisting of registered nurses, physiotherapists, occupational

therapists, general practitioners and any relevant specialists dealing with the client will
all have input into facets of the care plan.
The client is far more likely to willingly accept any modifications to service delivery if
they have had personal input into identifying and addressing the necessary changes.
MAINTAIN CONFIDENTIALITY, PRIVACY AND DIGNITY OF THE
PERSON
Every client has the right to their privacy and dignity. This includes demonstrating the
utmost respect for the client, their belongings, their information and their body. Your
organisation will have strict policies the storage of client information and who the case
can be discussed with. At times you may need to share aspects of the client's health
status or care needs with others in the health care team. At all times this must be done
in a respectful manner and only the relevant facts revealed.
Where family members or other clients make enquiries about a client be polite but do
not reveal personal information. Consider your own position and how you would feel
about your personal information being shared with your family and friends without
your consent.
If you meet with difficulties in refusing to pass on to a person information about a client
in your care then refer them to a senior member of staff in your organisation to handle
the enquiry.
TOPIC 4 – COMPLETE REPORTING
AND DOCUMENTATION
COMPLY WITH THE ORGANISATION’S REPORTING

REQUIREMENTS, INCLUDING REPORTING OBSERVATIONS TO
SUPERVISOR
During your induction with an organisation you will be shown the correct procedures
for completing reports on your clients. Whether these are completed electronically or in
hard copy they must be an accurate reflection of the current health status of the client.
These reports are used to identify changes in the client that may need to be addressed
by modification to the care plan. Remember, as the person responsible for delivering
the service to the client you are best positioned to monitor the impact.
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.
 Written reports are always used in conjunction with emails as there needs to
be a “paper trail” of evidence that reports have been made. These written
reports can be done on a computer or by hand
 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.
The method you choose will largely be determined by your organisational preferences.
Please make sure you know what these are before reporting anything.
Make sure that you have alerted the supervisor to any concerns you may have about
your clients. Do not assume that they will read every entry against the progress notes of
each client. They will certainly read and act on the information if you inform them of
exceptional observations or behaviours.
COMPLETE AND MAINTAIN DOCUMENTATION ACCORDING TO
ORGANISATION POLICY AND PROTOCOLS
COMPLETE DOCUMENTATION
There will be a requirement of your role to document any observations or concerns

about the clients you work with. These may include case notes, care plans, incident
reports, family details, personal history, progress reports, financial dealings and other
forms of documentation. Where reports are in hard copy hand writing must be legible.
Reports must be written in clear English, in black pen and be objective. This means you
should not include personal opinion in what you write. For example, "When I arrived at
his house, Bill was drunk" is a subjective statement. You have made the personal
decision regarding whether Bill was actually inebriated or not. Written objectively this
statement would be, "When I arrived at his house, Bill smelled strongly of alcohol."
There may have been many reasons for why Bill smelled of alcohol that have nothing to
do with drinking it.
Under The Freedom of Information Act 1982 clients, or their legal representatives, have a
right to read anything that you have written about them so be sure to use factual,
respectful language at all times.
Incident/accident reports should be completed as close to the time of the incident as

possible. These can be used in a court of law so make sure you are clear about the
organisation's procedures for reporting an incident.
Many organisations rely on the accurate completion of documentation in order to

receive government and other funding. Your induction to an organisation will include
guidance on what reports need to be completed on a daily, weekly or at review time
basis. Where anything exceptional happens, or you observe changes that impact on the
welfare of the client, these should be documented and immediately reported to your
supervisor. Always make sure your reports are signed and dated.
Where reports are completed electronically you will need to sit at the computer in a
manner that aligns the spine and complies with workplace health and safety guidelines.
Extended periods at the computer can cause physical problems if insufficient breaks are
taken or bad posture used.
MAINTAIN DOCUMENTATION
Maintaining the security and confidentiality of client information is a key responsibility

for your organisation. The Privacy Act 1988 and subsequent amendments (2012)
highlight the importance of collecting and recording information about Australian
citizens in a manner that upholds the law.
Your clients have the same right as you do to feel confident that personal information is
respected and used only for the purpose identified.
Where documentation is completed in a setting other than an office, such as a client's

home, you must ensure that the information is kept secure. Avoid leaving client files in
your car or where others in the house can access them.
All documentation needs to be current, accurate and reflect how the needs of the client
are met on an ongoing basis.
STORE INFORMATION ACCORDING TO ORGANISATION POLICY
AND PROTOCOLS
Your organisation will have clear policies and procedures for you to follow on how
documentation is stored. Maintaining the privacy of the client information is required
by law and all client files will be kept in a secure area with access to authorised
personnel only. Generally this is on a 'need to know' basis. That is, the people who need
to know specific information about the client will have access.
Where the information is stored electronically the files will be password protected. Only
those who require access to the information will be given the password.
Where hard copy files are no longer required they are usually destroyed by shredding
or incineration.
If you become aware of any breaches of security of information then you should report
immediately to the person in your organisation who is responsible for maintaining
documentation.
TOPIC 5 - ADDITIONAL INFORMATION
HYGIENE AND WELLNESS
Hygiene refers to practices associated with ensuring good health and cleanliness. Such
practices vary widely and what is considered acceptable in one culture might be
unacceptable in another. In medical contexts, however, the term hygiene refers to the
maintenance of health and healthy living. The term appears in phrases such as personal
hygiene, domestic hygiene, dental hygiene, and occupational hygiene and is frequently
used in connection with public health. Hygiene is a science that deals with the
promotion and preservation of health.1
Water pipes, toilets and soap do not, in and of themselves, improve health; it is the way
they are put to use that reduces the risk of disease. Broadly speaking, hygiene can be
defined as the set of human behaviours related to cleanliness and health. In this Guide,
hygiene refers specifically to those behaviours related to the safe management of
human excreta, such as hand washing with soap or the safe disposal of children’s faeces.
Hygiene thus determines how much impact water and sanitation infrastructure can
have upon health because it reflects not the construction, but the use, of such facilities.
Hygiene is a very personal subject, and encouraging changes in hygiene requires skill
and care. These challenges are the subject of hygiene promotion. Hygiene promotion is a
planned approach which encourages people to adopt safe hygiene practices and
behaviours to prevent diarrhoea and a number of other infectious diseases.2
PERSONAL HYGIENE
Good personal hygiene one of the most effective ways we have to protect ourselves and
others from illness is good personal hygiene. This means washing your hands,
especially, but also your body. It means being careful not to cough or sneeze on others,
cleaning things that you touch if you are unwell, putting items such as tissues (that may
have germs) into a bin and using protection (like gloves or condoms) when you might
be at risk of catching an infection.
1 http://www2.organizedwisdom.com/medical/terminology/Domestic-Hygiene
2 http://water.worldbank.org/shw-resource-guide/promotion/basics-hygiene-promotion
Personal hygiene, such as bathing, is very much dependent on the culture in which you
live. In some cultures, it is expected that you will wash your body at least every day and
use deodorants to stop body smells. Other cultures have different expectations.3
BODY ODOUR
Body smells are caused by a number of factors working in combination, including:
 Chemicals in sweat, including pheromones, which are made by the body and
sexually attract (or repel) other people.
 Wastes excreted through the skin, such as metabolized alcohol.
 The actions of bacteria that live on the skin and feed on dead skin cells and
sweat.
 Unwashed clothes, such as underwear and socks.
HAND WASHING
Most infections, especially colds and gastroenteritis, are caught when we put our
unwashed hands, which have germs on them, to our mouth. Some infections are caught
when other people’s dirty hands touch the food we eat. Hands and wrists should be
washed with clean soap and water, using a brush if your fingernails are dirty. Dry your
hands with something clean, such as paper towels or hot air dryers. You should always
wash your hands:
 After using the toilet

 Before making or eating food
 After handling dogs or other animals
 If you have been around someone who is coughing or has a cold.
Personal hygiene for women
The vagina is able to clean itself no special care is needed, other than washing the
external genitals. Do not put anything like douches into the vagina, as the delicate skin
can be damaged. Here are some personal hygiene suggestions for women:
 Menstruation - wash your body, including your genital area, in the same way
as you always do. Change tampons and sanitary napkins regularly, at least
four to five times a day. Always wash your hands before and after handling a
tampon or pad.
3 http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/personal_hygiene
 Cystitis - is an infection of the bladder. This is a common condition for
sexually active young women. Urinating after sexual intercourse can help to
flush out any bacteria that may be in the urethra and bladder.
 Thrush - some soaps and detergents can irritate the skin of the vagina, and
make thrush infections more likely. Some people find that they often get
thrush when they use antibiotics. Use mild soap and unperfumed toilet paper.
Avoid tight, synthetic underwear. Try cotton underwear, and change
regularly. There is a medical treatment for thrush, so talk to your doctor or
pharmacist.
Personal hygiene for men
A build-up of secretions called smegma can form under the foreskin of uncircumcised
men. If you are uncircumcised, gently pull back the foreskin when you have a shower
and clean with water. You can use soap if you like, but make sure you rinse it off well.
BAD BREATH
Good dental hygiene includes regular brushing and flossing. Bad breath can be caused
by diseases of the teeth, gums and mouth, such as infections. Most people have a bad
breath first thing in the morning because saliva is not made while you’re asleep. Some
foods that can cause bad breath include garlic and onion. Mouthwashes, mouth sprays
and flavoured chewing gum can make your breath smell better for a while, but if you
have a health problem in your mouth, you need to see your dentist.
FOOD HYGIENE
Food-borne illness (food poisoning) can be debilitating and can, in extreme cases, cause
death. Clients whose immune systems are compromised (the young, aged and those
who are frail or already ill) are particularly vulnerable to food-borne infections. Food
and beverages can be contaminated by a number of different illness causing organisms
(viruses, bacteria, moulds and yeasts) and they can be contaminated by chemicals or by
physical contaminants (glass, metal pieces, etc.).
Health workers must know how to handle foods and beverages in a safe, hygienic
manner and how to advise clients/ patients appropriately with regard to the manner in
which they handle, store, prepare, cook and serve foods and beverages. Health workers
should be able to recognise the foods and beverages that are considered perishable
(most susceptible to food poisoning) and be able to accurately advise clients/ patients
on the hygiene procedures that should be followed.
ENVIRONMENTAL HYGIENE
A clean living environment will contribute positively to the health and well-being of
clients/ patients. A living environment which is not clean and hygienic is likely to
promote ill health and can be a cause of infection and the spread of disease. In the case
where, for instance, health workers have responsibility for very young, older, disabled,
frail or ill clients/ patients, they need to be acutely aware of the need for these people to
live in a clean environment with adequate access to fresh air and natural light/ sunlight.
They might have to make arrangements for the provision of cleaning services for clients,
or they might need to advise clients and their family/ significant others regarding the
need for cleanliness and the contribution cleanliness will make to the maintenance of a
healthy body.
IMMUNISATION
Immunisation protects babies, children and adults against many diseases. It stimulates
the body's natural defence mechanisms -immune responses - to build resistance to
specific infections. Immunisations are available for many diseases including chickenpox,
hepatitis B, meningococcal disease, polio, rubella, whooping cough and tetanus.
Overseas travel might require special immunisations. A regular influenza or pneumonia
vaccination can be particularly important for the elderly or for those at high risk of
complications associated with flu or pneumonia.
When a person is vaccinated, the body produces an immune response to the vaccine in
the same way it would after exposure to a disease. However, with a vaccination the
person does not actually suffer from the disease. Yet when the person comes into
contact with that disease in the future, their immune system will respond quickly to
prevent the person developing the disease.
Vaccines contain either:
 A very small dose of a live, but weakened form of a virus

 A very small dose of killed bacteria or virus or small parts of bacteria
 A small dose of a modified toxin produced by bacteria
Vaccines might also contain either a small amount of preservative or a small amount of
an antibiotic to preserve the vaccine.
In general, the normal immune response takes approximately 2 weeks to work. Most
immunisations need to be given several times to build long-lasting protection. For
example, a child who has been given only 1or 2 doses of diphtheria-tetanus-pertussis
vaccine (DTPa) is only partially protected against diphtheria, whooping cough
(pertussis) and tetanus, and could become sick if exposed to these diseases.
The protective effect of immunisations is not always for a lifetime. Some, like tetanus
vaccine, can last up to 30 years, after which a booster dose might be given. Some
immunisations, such as whooping cough (pertussis), give protection for about 5 years
after a full course. Booster doses might be required because immunity decreases over
time. Due to having lower levels of immunity, children and elderly populations are
regularly immunised.
Immunisation is the safest and most effective way of giving protection against many
diseases. Health workers should know what vaccinations are available, which
vaccinations might benefit their clients and should be able to give sound advice to
clients/ patients. In some cases, the worker might be responsible for administering a
vaccination. Where vaccinations are likely to make positive contributions to the health
and well-being of a client (in terms of prevention of illness) - they will be
recommended.4
PSYCHOLOGICAL WELLNESS
Mental health describes a level of psychological well-being or an absence of a mental

disorder. From the perspective of 'positive psychology' or 'holism', mental health may
include an individual's ability to enjoy life, and create a balance between life activities
and efforts to achieve psychological resilience. Mental health can also be defined as an
expression of emotions, and as signifying a successful adaptation to a range of demands.
The World Health Organization defines mental health as "a state of well-being in which
the individual realizes his or her own abilities, can cope with the normal stresses of life,
can work productively and fruitfully, and is able to make a contribution to his or her
community". It was previously stated that there was no "official" definition of mental
health. Cultural differences, subjective assessments, and competing professional
theories all affect how "mental health" is defined. There are different types of mental
4 http://www.dhhs.tas.gov.au/peh/immunisation
health problems, some of which are common, such as depression and anxiety disorders,
and some not so common, such as schizophrenia and bipolar disorder. 5
Most recently, the field of global mental health has emerged, which has been defined as
'the area of study, research and practice that places a priority on improving mental
health and achieving Psychological wellness also contributes to a healthy body. Effective
stress management, for instance, will help to ensure ongoing good health. 6Stress and
other emotional issues can have an impact on physical health and well-being. It is,
therefore, necessary for health workers to understand the connection between
psychological and physical health. Stress is, in medical terms, the consequence of the
disruption of homeostasis through physical or psychological stimuli - the condition that
results when person-environment interaction leads someone to perceive a painful
discrepancy, real or imagined, between the demands of a situation on the one hand and
their social, biological, or psychological resources on the other. Stressful stimuli can be
mental, physiological, anatomical or physical.
Stressors (causes or triggers) can lead to distress within the human body, giving the
person the feelings that they are unable to cope.
Some common categories and examples of stressors that are thought to contribute to
deficits in an individual's stress response systems include:
 Sensory: pain, illness

 Life events: birth and death, marriage, and divorce
 Responsibilities: lack of money, unemployment
 Work/ study: exams, project deadlines, and group projects, pressure
 Personal relationships: conflict, deception
 Lifestyle: heavy drinking, insufficient sleep
 Environmental: lack of control over environmental circumstances, such as
food, housing, health, freedom, or mobility
 Social: struggles with specific individuals and social defeat can be potent
sources of chronic stress
Stress can cause psychological or physical illness; for instance, headaches, weight loss/
weight gain, sleeplessness, depression, anxiety and irritability, high blood pressure,
heart disease, cancer.
5 http://www.awarenessdepot.com/bycausetype-meheaw.html
6 http://en.wikipedia.org/wiki/Mental_health
Everyone reacts to stress differently and has a different tolerance level. The way that
stress manifests in a person's body depends on their genetic make-up, diet and exercise
routine and physical surroundings.
The body is less likely to be affected by stress when it is in good health. Clients/ patients
should stop smoking, commence a regular exercise program and maintain a balanced
diet. If they can do this, they are less likely to be adversely affected by stress.
Health workers should be aware of the signs and symptoms associated with stress and
must be in a position to provide advice or to aid clients/ patients in utilising appropriate
stress management techniques. If they are not qualified to do this, they should be able to
make appropriate referrals.
Allied with psychological health is spiritual and cultural issues. Health workers need to
be aware of the fact that the people with whom they interact will come from a wide
range of backgrounds. This means that they will have specific cultural and spiritual
needs that might be quite different from their own.
Health workers will, however, need to make allowance and accommodation for these
needs. If the spiritual and cultural needs of people are not met, then, because these
needs can be very deep and strongly ingrained, the physical and psychological health of
clients/ patients can be adversely affected.
REST/ SLEEP
Sleep is a natural state of bodily rest. Regular and sufficient sleep is essential for
survival and for the maintenance of a healthy body. It appears that the human body
requires between 6 and 8 hours of sleep per night - not everyone is the same. Sufficient
sleep benefits alertness, memory and problem-solving, and overall health. It helps the
body's metabolic processes and contributes to psychological health.
Short sleep has been shown to be a risk factor for weight gain, hypertension and Type 2
diabetes. There is also some evidence to suggest that sleeping for too long can have
adverse effects on health. Findings generally indicate that consistently sleeping around
7 hours per night is optimal for health and a sustained reduction might predispose to ill-
health equity in mental health for all people worldwide.
RELATIONSHIP BETWEEN PHYSICAL AND PSYCHOLOGICAL WELLNESS
Health workers should have a clear understanding of the ways in which all of these
things contribute to the general health and well-being of people. This understanding
will enable them to provide advice and services that aid clients/ patients in maintaining
a healthy body.
They must, therefore, understand how the various systems in the body operate and how
they are interconnected and dependent on each other. For instance, without the ability
to take in oxygen (respiratory system) and to process and filter air intake and expel
carbon dioxide, the other systems of the body simply cannot survive.
Without food and water and the ability to process food (digestive system), the cells of
the body and the various organs will not receive the nutrients they need in order to
operate and survive.
Without a method of circulating oxygen (circulatory system) and nutrients and of

carrying hormones (endocrine system) and lymph (lymph system) then these things
would not reach the systems that require them.
Skin protects the body, helps to hold it together and helps regulate temperature - so too
does the skeleton which contributes, along with muscles and ligaments, to movement
and to the manufacture of the blood cells essential for life. The senses let the body know
what is going on internally and externally.
The nervous system - sympathetic and parasympathetic - is the driver of most of these
functions. The brain also receives information from many organs of the body and
adjusts signals to these organs to maintain proper functioning.
So it can be seen that all the systems are interrelated and rely on each other. They
interact with one another to keep the human organism healthy.
Thus, it is necessary to consider health in terms of the whole body. A holistic approach
to health also takes into consideration psychological, emotional, cultural, and spiritual
health and well-being, all of these aspects work together to determine the overall health
of a person.
ANATOMY AND PHYSIOLOGY
Anatomy is the study of the body's internal and external structures and the physical
relationships between them. In the study of Anatomy, it is essential that you are able to
express yourself correctly and without confusion. Anatomy uses an international
language of terms which enables you to correctly convey information to health care
professionals around the world, as well as scholars in basic and applied health sciences.
As health workers you need to be able to use accepted terminology for several reasons:
 Nurses, doctors, and pharmacists went to different schools and need to be

able to effectively communicate with each other without ambiguity and
confusion
 Imprecise terminology can lead to confusion or incorrect assumptions. Many
specialists and members of the health care team will process the paperwork
of a single patient during a single hospital stay. It is imperative that they all
understand what the true situation is.
 Some terms are simply not acceptable anymore. For example, it is not correct
to refer to someone as "mentally retarded" anymore. It is not acceptable to
refer to homosexuality as a "disease" anymore. This has important
implications for patient perceptions and treatment options.7
As health care workers, you work to improve, support or benefit the physical and
psychological well-being of the clients you work for and meet their needs.
Health care workers can, therefore, be:
 Nurses
 Nutritionists or dietitians
 Community service workers
 Medical practitioners/ advisers
 Leisure and recreational activity providers
 Councilors
 Psychologists
7 http://www.answers.com/Q/Why_is_it_necessary_that_health_workers_have_a_basic_un...
 Therapists
 Physical trainers
They might work in the following fields:
 Disability
 Ageing
 Alcohol and other drugs
 Education
 Palliative care
 Fitness
 Leisure and recreation
 Therapy service areas, e.g., physiotherapy, podiatry, etc.
 Children's services
 Youth services
In most roles it is necessary for the health care worker to have at least a rudimentary
understanding of a range of medical and health terminology and an understanding of
the problems or issues that can impact on people's physical and psychological health.
They should understand anatomy and physiology so they can recognise body systems
and their components. This will aid in identifying healthy body systems and those
systems that are not functioning well.
It is necessary that health workers have a basic understanding of the fundamental

principles of maintaining a healthy body, because by knowing that, they will be able to
continue working and at same time keep a healthy body throughout their lives. But that
basic information is valid not only to workers but also to everyone, from teens to elderly
people.8
Health care workers will need to have basic knowledge of the human body systems:
http://wiki.answers.com/Q/Why_is_it_necessary_that_health_workers_have_a_basic_understanding_of_th
e_fundamental_principles_of_maintaining_a_healthy_body?#slide=1
It is important that health care workers also have an understanding of the human
bodies special senses, these are - smell, taste, vision, equilibrium and hearing.
It is important that the Healthcare worker knows the processes, conditions and
resources required by the body to support healthy functioning and they will need to
know what to do and who to report to if they believe that a client requires extra
diagnosis and/or treatment, or if they believe that their clients health has deteriorated.
Understanding of the human anatomy starts with knowing the various sections and
divisions of the body, their use and the descriptions applicable to their healthy function.
This must be done in conjunction with the use of the correct terminology for the parts
and functions of the human body.
ANATOMICAL DIVISIONS AND APPROPRIATE TERMINOLOGIES
Divisions of Anatomy: Anatomy is a broad field of study consisting of several divisions

or sub- disciplines. Each division of anatomy specializes on a specific aspect of the
body’s arrangement.
Body Divisions: On a very basic level, the body can be divided into three main
divisions;
 Body Wall: The structures forming the framework of the body, supporting and
enclosing vital organs. The skin, skeleton, and skeletal muscles are all
components of the body wall. The head, arms, and legs will be considered
specialized modifications of the body wall.
 Body Cavities: The internal spaces within the body wall are filled with the
body’s organs. The largest body cavity is the Ventral (abdominal side) Cavity.
This cavity is further divided into the Thoracic Cavity, housing the heart and
lungs, and the Abdominopelvic Cavity, housing the abdominal and pelvic
organs (stomach, liver, intestines, bladder, and reproductive structures). Body
cavities are significant because they function to protect and house the internal
organs while still allowing them the freedom of movement. The heart would be
very ineffective in pumping blood if it were housed in a solid tissue unable to
move and beat.
 Organs: Structures within the body capable of specific functions. Organs can be
found 1) contained within the body cavities (heart, liver), 2) as a component of
the body wall (skeletal muscle, bone), or 3) transiting between the two (blood
vessels, nerves).
The human body can be divided into sections which are bilaterally symmetric:
 The head, which consists of the bony framework of the skull and contains the
cranial, nasal, and oral and orbital cavities. The head is the rostral part (from
anatomical positioning) comprising the brain, eyes, ears, nose, and mouth, all
of which aid in various sensory functions, such as sight, hearing, smell, and
taste.
 The neck is the upper section of the spinal column that distinguishes the head
from the torso or trunk. The neck supports the weight of the head and
protects the nerves that carry sensory and motor information from the brain
down to the rest of the body. The neck is highly flexible and allows the head
to turn and flex. It contains part of the spinal cavity and the upper parts of the
trachea and oesophagus, the thyroid gland and the parathyroid glands, the
hyoid bone, the thyroid cartilage (Adam's apple), cricoid cartilage, parotid
glands and the external carotid arteries.
 The trunk or torso is the body of a human, excluding the head and limbs. The
trunk is divided into the thorax, the abdomen and the pelvis. Most critical
organs are housed within the torso and the upper chest, the heart and lungs
are protected by the rib cage. The abdomen contains the majority of organs
responsible for digestion - the liver, which produces bile necessary for
digestion; the large and small intestines, which extract nutrients from food;
the gallbladder, which stores and concentrates bile and produces chyme; the
anus, through which faecal wastes are excreted; the rectum, which stores
faeces; the ureters, which pass urine to the bladder; the bladder, which stores
urine; and the urethra, which excretes urine and passes sperm through the
seminal vesicles of the male. Finally, the pelvic region houses both the male
and female reproductive organs.
 The limbs, which attach to the trunk, consist of the upper limbs, shoulders,
arms and hands, and lower limbs, hips, legs and feet. Lower limbs are used
for locomotion, walking, running, jumping or climbing. Human legs and feet
are specialised for two- legged locomotion. Upper limbs are used to carry and
manipulate objects. Human arms end in specialised hands capable of
grasping and fine manipulation of objects.
THE HUMAN BODY CAVITIES
The human body contains cavities - hollow spaces in the body that serve to confine
organs and systems with similar functions.
 Dorsal Body Cavity: Cushions & protects the Central Nervous System (Brain &
Spinal Cord)
o Cranial Cavity: Cavity formed by the bones of the Skull; Houses the
Brain
o Spinal (Vertebral) Cavity: Cavity formed by the vertebral column;
Houses the Spinal Cord
 Ventral Body Cavity (Coelom): Enclosed by the ribs, abdominal and lumbar
musculature. Surrounds organs of the Respiratory, Digestive, Cardiovascular,
Urinary, & Reproductive systems
o Ventral Cavity is further divided into 2 cavities by the transversely
oriented Diaphragm
o Thoracic Cavity: Enclosed by the rib cage & separated from the
abdominopelvic cavity by the diaphragm.
 Right & Left Pleural Cavities: House the right & left lungs
 Pericardial Cavity: Houses the heart
o Abdominopelvic Cavity: Enclosed by the abdominal and lumbar
muscles, inferior to the diaphragm. Houses abdominal Viscera
(Organs)
 Abdominal Cavity: Separated from the inferior Pelvic cavity by
an imaginary line at the pelvic brim. Houses Digestive Organs
and Glands
 Pelvic Cavity: Separated from the superior Abdominopelvic
cavity by an imaginary line at the pelvic brim. Houses Urinary,
Reproductive, & distal portions of Digestive Systems.
There is no definitive structure which separates Abdominal & Pelvic Cavities
Your successful study of the body's structure will rely on your ability to not only
communicate using the correct terminology and spelling but to also understand the
language of directionality and organization.
STANDARD ANATOMICAL POSITION:
All descriptions of the human body are based on the assumption that the individual is
standing what is known as the Standard Anatomical Position (SAP).
Standard Anatomical Position: An individual in SAP will adhere to the following

positions: (see figure below)
 Stand erect
 Upper limbs are at one's side
 Lower limbs are together
 Face, palms, and feet are directed forward
PRINCIPLE BODY REGIONS
In your study and use of the following regional terminology, it is important to be able to
communicate correctly to your colleagues and other health professionals as well as to
the lay person. It is, therefore, important to learn both the anatomical term in
conjunction with the common names.
Anatomical directional terms are like the directions on a compass rose of a map. Like
the directions, North, South, East and West, they can be used to describe the locations of
structures in relation to other structures or locations in the body. This is particularly
useful when studying anatomy as it provides a common method of communication that
helps to avoid confusion when identifying structures.
Terms that are used to describe the position of one body part in relation to another and
which might be useful to health care workers include:
 Superior - upper or above; e.g. the lungs are superior to the diaphragm
 Inferior - lower or below; e.g. The diaphragm is inferior to the lungs
 Anterior (ventral) - at or towards the front of the body; includes the face,
chest and abdomen
 Posterior (dorsal) - at or towards the back of the body or body part; e.g.
includes the back and buttocks
 Medial - towards the mid-line of the body - an imaginary line drawn down
the centre of the body is referred to as the median sagittal plane
 Lateral - relating to, or located at, the side of the body or body part; e.g. the
arms are lateral to the trunk
 Superficial - on or near the body surface; e.g. The skin is superficial to the
body's internal organs
 Deep - inward or away from the body surface; e.g. the stomach is a deep
organ
 External - pertaining to the outside or outer; e.g. The epidermis is the
external layer of the skin
 Internal - pertaining to the inside or inner; e.g. The proximal interphalangeal
joints are those closest to the hand
 Distal - farthest from the centre or midline of the body, or farthest away from
any point of reference; e.g. The distal phalanges are those at the ends of the
fingers
MAJOR BODY SYSTEMS
There are 10 systems of the human body.
1. The Circulatory or Cardiovascular System includes the heart, the blood,

and the blood vessels.
2. The Dermal or Integumentary System includes the skin, hair, and nails.
3. The Digestive or Gastrointestinal System includes the mouth, the pharynx,
the oesophagus, the stomach, the liver, the gallbladder, the pancreas, the
small intestine, the large intestine, the rectum, and the anus.
4. The Endocrine or Glandular or Hormonal System includes all of the glands
in the body.
5. The Excretory System includes the skin, the lungs, the liver, the kidneys, and
the large intestine.
6. The Muscular System includes all of the muscles and tendons of the body.
7. The Nervous System includes the brain, the spinal cord, and all of the nerves
of the body.
8. The Reproductive System is different in men and women. The Male
Reproductive System mainly includes the testes and the penis. The Female
Reproductive System mainly includes the ovaries and the uterus.
9. The Respiratory or Pulmonary System includes the nose, the mouth, the
pharynx, the larynx, the trachea, the bronchial tubes, and the lungs.
10. The Skeletal System includes all of the bones, joints, ligaments, and tendons
of the body. 9
There are 3 sub-systems of the Circulatory or Cardiovascular System.
 The Immune System includes all of the lymphocytes and antibodies of the
body.
 The Lymphatic System includes the tonsils, the thymus gland, the liver, the
spleen, and all of the lymph nodes of the body.
 The Urinary System includes the kidneys, the ureters, the bladder, and the
urethra.
9 http://www.answers.com/Q/What_are_the_four_major_systems_of_the_body
There is 1 sub-system of the Nervous System.
 The Sensory System includes the eyes, the ears, the nose, the tongue, and
the skin.
We are going to look at each of those systems more closely.
THE CARDIOVASCULAR SYSTEM
The cardiovascular system consists of the heart, blood vessels, and the approximately 5
litres of blood that the blood vessels transport. Responsible for transporting oxygen,
nutrients, hormones, and cellular waste products throughout the body, the cardiovascular
system is powered by the body’s hardest-working organ — the heart, which is only about
the size of a closed fist. Even at rest, the average heart easily pumps over 5 litres of blood
throughout the body every minute.10
THE HEART ANATOMY
The heart is a muscular pumping organ located medial to the lungs along the body’s
midline in the thoracic region. The bottom tip of the heart, known as its apex, is turned
to the left so that about 2/3 of the heart is located on the body’s left side with the other
1/3 on right. The top of the heart, known as the heart’s base, connects to the great blood
vessels of the body: the aorta, vena cava, pulmonary trunk, and pulmonary veins.
Circulatory Loops
There are 2 primary circulatory loops in the human body: the pulmonary circulation
loop and the systemic circulation loop.
1. Pulmonary circulation transports deoxygenated blood from the right side

of the heart to the lungs, where the blood picks up oxygen and returns to the
left side of the heart. The pumping chambers of the heart that support the
pulmonary circulation loop are the right atrium and right ventricle.
2. Systemic circulation carries highly oxygenated blood from the left side of
the heart to all of the tissues of the body (with the exception of the heart and
lungs). Systemic circulation removes wastes from body tissues, and returns
deoxygenated blood to the right side of the heart. The left atrium and left
ventricle of the heart are the pumping chambers for the systemic circulation
loop.11
10 http://www.innerbody.com/image/cardov.html
BLOOD VESSELS
Blood vessels are the body’s highways that allow blood to flow quickly and efficiently from
the heart to every region of the body and back again. The size of blood vessels corresponds
with the amount of blood that passes through the vessel. All blood vessels contain a hollow
area called the lumen through which blood is able to flow. Around the lumen is the wall of
the vessel, which may be thin in the case of capillaries or very thick in the case of arteries.
All blood vessels are lined with a thin layer of simple squamous epithelium known as the
endothelium that keeps blood cells inside of the blood vessels and prevents clots from
forming. The endothelium lines the entire circulatory system, all the way to the interior of
the heart, where it is called the endocardium.
There are three major types of blood vessels: arteries, capillaries and veins. Blood vessels
are often named after either the region of the body through which they carry blood or for
nearby structures. For example, the brachiocephalic artery carries blood into the brachial
(arm) and cephalic (head) regions. One of its branches, the subclavian artery, runs under
the clavicle; hence the name subclavian. The subclavian artery runs into the axillary
region where it becomes known as the axillary artery.
 Arteries and Arterioles: Arteries are blood vessels that carry blood away from
the heart. Blood carried by arteries is usually highly oxygenated, having just left
the lungs on its way to the body’s tissues. The pulmonary trunk and arteries of
the pulmonary circulation loop provide an exception to this rule – these arteries
carry deoxygenated blood from the heart to the lungs to be oxygenated.
 Capillaries: Capillaries are the smallest and thinnest of the blood vessels in the
body and also the most common. They can be found running throughout almost
every tissue of the body and border the edges of the body’s vascular tissues.
Capillaries connect to arterioles on one end and venules on the other.
 Capillaries carry blood very close to the cells of the tissues of the body in order
to exchange gases, nutrients, and waste products. The walls of capillaries
consist of only a thin layer of endothelium so that there is the minimum amount
of structure possible between the blood and the tissues. The endothelium acts as
a filter to keep blood cells inside of the vessels while allowing liquids, dissolved
gases, and other chemicals to diffuse along their concentration gradients into
or out of tissues.
 Veins and Venules: Veins are the large return vessels of the body and act as the
blood return counterparts of arteries. Because the arteries, arterioles, and
capillaries absorb most of the force of the heart’s contractions, veins and
venules are subjected to very low blood pressures. This lack of pressure allows
the walls of veins to be much thinner, less elastic, and less muscular than the
walls of arteries.
CARDIOVASCULAR SYSTEM PHYSIOLOGY
The cardiovascular system has three major functions: transportation of materials,

protection from pathogens, and regulation of the body’s homeostasis.
 Transportation: The cardiovascular system transports blood to almost all of

the body’s tissues. The blood delivers essential nutrients and oxygen and
removes wastes and carbon dioxide to be processed or removed from the body.
Hormones are transported throughout the body via the blood’s liquid plasma.
 Protection: The cardiovascular system protects the body through its white
blood cells. White blood cells clean up cellular debris and fight pathogens that
have entered the body. Platelets and red blood cells form scabs to seal wounds
and prevent pathogens from entering the body and liquids from leaking out.
Blood also carries antibodies that provide specific immunity to pathogens that
the body has previously been exposed to or has been vaccinated against.
 Regulation: The cardiovascular system is instrumental in the body’s ability to
maintain homeostatic control of several internal conditions. Blood vessels help
maintain a stable body temperature by controlling the blood flow to the surface
of the skin. Blood vessels near the skin’s surface open during times of
overheating to allow hot blood to dump its heat into the body’s surroundings. In
the case of hypothermia, these blood vessels constrict to keep blood flowing only
to vital organs in the body’s core. Blood also helps balance the body’s pH due to
the presence of bicarbonate ions, which act as a buffer solution. Finally, the
albumins in blood plasma help to balance the osmotic concentration of the
body’s cells by maintaining an isotonic environment.12
THE DERMAL OR INTEGUMENTARY SYSTEM
The integumentary system is an organ system consisting of the skin, hair, nails, and
exocrine glands. The skin is only a few millimetres thick yet is by far the largest organ in
the body. The average person’s skin weighs 10 pounds and has a surface area of almost
20 square feet. The skin forms the body’s outer covering and forms a barrier to protect
the body from chemicals, disease, UV light, and physical damage. Hair and nails extend
from the skin to reinforce the skin and protect it from environmental damage.
The exocrine glands of the integumentary system produce sweat, oil, and wax to cool,
protect, and moisturize the skin’s surface.13
The purpose of the Integumentary System is:
 Temperature Homeostasis
 Vitamin D Synthesis
 Protection
 Skin Colour
 Cutaneous Sensation
 Excretion
13 http://www.innerbody.com/anatomy/integumentary
THE DIGESTIVE OR GASTROINTESTINAL SYSTEM
The digestive system is a group of organs working together to convert food into energy
and basic nutrients to feed the entire body. Food passes through a long tube inside the
body known as the alimentary canal or the gastrointestinal tract (GI tract). The
alimentary canal is made up of the oral cavity, pharynx, oesophagus, stomach, small
intestines, and large intestines. In addition to the alimentary canal, there are several
important accessory organs that help your body to digest food but do not have food
pass through them. Accessory organs of the digestive system include the teeth, tongue,
salivary glands, liver, gallbladder, and pancreas. To achieve the goal of providing energy
and nutrients to the body, six major functions take place in the digestive system:
 Ingestion
 Secretion
 Mixing and movement
 Digestion
 Absorption
 Excretion14
DIGESTIVE SYSTEM PHYSIOLOGY
The digestive system is responsible for taking whole foods and turning them into
energy and nutrients to allow the body to function, grow, and repair itself. The six
primary processes of the digestive system include:
 Ingestion of food
 Secretion of fluids and digestive enzymes
 Mixing and movement of food and wastes through the body
 Digestion of food into smaller pieces
 Absorption of nutrients
 Excretion of wastes
14 http://www.innerbody.com/image/digeov.html
THE ENDOCRINE OR GLANDULAR OR HORMONAL SYSTEM
The endocrine system includes all of the glands of the body and the hormones produced
by those glands. The glands are controlled directly by stimulation from the nervous
system as well as by chemical receptors in the blood and hormones produced by other
glands. By regulating the functions of organs in the body, these glands help to maintain
the body’s homeostasis. Cellular metabolism, reproduction, sexual development, sugar
and mineral homeostasis, heart rate, and digestion are among the many processes
regulated by the actions of hormones.15
PHYSIOLOGY OF THE ENDOCRINE SYSTEM
The endocrine system works alongside the nervous system to form the control systems
of the body. The nervous system provides a very fast and narrowly targeted system to
turn on specific glands and muscles throughout the body. The endocrine system, on the
other hand, is much slower acting but has very widespread, long-lasting, and powerful
effects. Hormones are distributed by glands through the bloodstream to the entire body,
affecting any cell with a receptor for a particular hormone. Most hormones affect cells in
several organs or throughout the entire body, leading to many diverse and powerful
responses. 16
15 http://www.innerbody.com/image/endoov.html
16 http://www.innerbody.com/image/endoov.html
THE EXCRETORY SYSTEM
The excretory system is a passive biological system that removes excess, unnecessary
materials from an organism, so as to help maintain homeostasis within the organism
and prevent damage to the body. It is responsible for the elimination of the waste
products of metabolism as well as other liquid and gaseous wastes, as urine and as a
component of sweat and exhalation. As most healthy functioning organs produce
metabolic and other wastes, the entire organism depends on the function of the system;
however, only the organs specifically for the excretion process are considered a part of
the excretory system.
As it involves several functions that are only superficially related, it is not usually used
in more formal classifications of anatomy or function. 17
17 http://www.princeton.edu/~achaney/tmve/wiki100k/docs/Excretory_system.html
THE MUSCULAR SYSTEM
The muscular system is responsible for the movement of the human body. Attached to
the bones of the skeletal system are about 700 named muscles that make up roughly
half of a person’s body weight. Each of these muscles is a discrete organ constructed of
skeletal muscle tissue, blood vessels, tendons, and nerves. Muscle tissue is also found
inside of the heart, digestive organs, and blood vessels. In these organs, muscles serve to
move substances throughout the body.18
MUSCLE TYPES
There are three types of muscle tissue: Visceral, cardiac, and skeletal.
 Visceral Muscle. Visceral muscle is found inside of organs like the stomach,
intestines, and blood vessels.
Cardiac Muscle. Found only in the heart, cardiac muscle is responsible for
pumping blood throughout the body.
 Skeletal Muscle. Skeletal muscle is the only voluntary muscle tissue in the
human body—it is controlled consciously.
THE NERVOUS SYSTEM
The nervous system consists of the brain, spinal cord, sensory organs, and all of the
nerves that connect these organs with the rest of the body. Together, these organs are
responsible for the control of the body and communication among its parts. The brain
and spinal cord form the control centre known as the central nervous system (CNS),
where information is evaluated and decisions made. The sensory nerves and sense
organs of the peripheral nervous system (PNS) monitor conditions inside and outside of
the body and send this information to the CNS. Efferent nerves in the PNS carry signals
from the control centre to the muscles, glands, and organs to regulate their functions.19
NERVOUS SYSTEM ANATOMY
The majority of the nervous system is tissue made up of two classes of cells: neurons
and neuroglia.
 Neurons. Neurons, also known as nerve cells, communicate within the body
by transmitting electrochemical signals.
18 http://www.innerbody.com/image/musfov.html
19 http://www.innerbody.com/image/nervov.html
 Neuroglia. Neuroglia, also known as glial cells, act as the “helper” cells of the
nervous system.
FUNCTIONS OF THE NERVOUS SYSTEM
The nervous system has 3 main functions: sensory, integration, and motor.
 SENSORY. The sensory function of the nervous system involves collecting

information from sensory receptors that monitor the body’s internal and
external conditions. These signals are then passed on to the central nervous
system (CNS) for further processing by afferent neurons (and nerves).
INTEGRATION. The process of integration is the processing of the many
sensory signals that are passed into the CNS at any given time. These signals
are evaluated, compared, used for decision making, discarded or committed
to memory as deemed appropriate. Integration takes place in the gray matter
of the brain and spinal cord and is performed by interneurons. Many
interneurons work together to form complex networks that provide this
processing power.
MOTOR. Once the networks of interneurons in the CNS evaluate sensory
information and decide on an action, they stimulate efferent neurons.
Efferent neurons (also called motor neurons) carry signals from the gray
matter of the CNS through the nerves of the peripheral nervous system to
effector cells. The effector may be smooth, cardiac, or skeletal muscle tissue
or glandular tissue. The effector then releases a hormone or moves a part of
the body to respond to the stimulus.20
20 http://www.innerbody.com/image/nervov.html
THE REPRODUCTIVE SYSTEM (MEN AND WOMEN).
FEMALE REPRODUCTIVE SYSTEM
The female reproductive system includes the ovaries, fallopian tubes, uterus, vagina,
vulva, mammary glands and breasts. These organs are involved in the production and
transportation of gametes and the production of sex hormones. The female
reproductive system also facilitates the fertilization of ova by sperm and supports the
development of offspring during pregnancy and infancy.21
THE MALE REPRODUCTIVE SYSTEM
The male reproductive system includes the scrotum, testes, spermatic ducts, sex glands,
and penis. These organs work together to produce sperm, the male gamete, and the
other components of semen. These organs also work together to deliver semen out of
the body and into the vagina where it can fertilize egg cells to produce offspring.
21 http://www.innerbody.com/image/repfov.html
THE RESPIRATORY OR PULMONARY SYSTEM
The cells of the human body require a constant stream of oxygen to stay alive. The
respiratory system provides oxygen to the body’s cells while removing carbon dioxide, a
waste product that can be lethal if allowed to accumulate. There are 3 major parts of the
respiratory system: the airway, the lungs, and the muscles of respiration. The airway,
which includes the nose, mouth, pharynx, larynx, trachea, bronchi, and bronchioles,
carries air between the lungs and the body’s exterior. The lungs act as the functional
units of the respiratory system by passing oxygen into the body and carbon dioxide out
of the body. Finally: the muscles of respiration, including the diaphragm and intercostal
muscles, work together to act as a pump, pushing air into and out of the lungs during
breathing.22
22 http://www.innerbody.com/anatomy/respiratory
THE SKELETAL SYSTEM
The skeletal system includes all of the bones and joints in the body. Each bone is a
complex living organ that is made up of many cells, protein fibres, and minerals. The
skeleton acts as a scaffold by providing support and protection for the soft tissues that
make up the rest of the body. The skeletal system also provides attachment points for
muscles to allow movements at the joints. New blood cells are produced by the red bone
marrow inside of our bones. Bones act as the body’s warehouse for calcium, iron, and
energy in the form of fat. Finally, the skeleton grows throughout childhood and provides
a framework for the rest of the body to grow along with it.23
SKELETAL SYSTEM ANATOMY
The skeletal system in an adult body is made up of 206 individual bones. These bones
are arranged into two major divisions: the axial skeleton and the appendicular skeleton.
The axial skeleton runs along the body’s midline axis and is made up of 80 bones in the
following regions:
 Skull
 Hyoid
 Auditory ossicles
 Ribs
 Sternum
 Vertebral column
The appendicular skeleton is made up of 126 bones in the following regions:
 Upper limbs
 Lower limbs
 Pelvic girdle
 Pectoral (shoulder) girdle
23
http://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCgQFjAA&url=http%
3A%2F%2Fscscpe.weebly.com%2Fuploads%2F1%2F7%2F1%2F9%2F17199118%2Fskeletal_system_w
orksheet.docx&ei=-
iHwUoTvFOmSiQem_IGQBQ&usg=AFQjCNHCu3n0JM0vcQmxwupSIb3ZadLJEQ&bvm=bv.60444564,d.aGc
THE SENSORY SYSTEM
The sensory system is a part of the nervous system responsible for processing sensory
information. A sensory system consists of sensory receptors, neural pathways, and parts
of the brain involved in sensory perception. Commonly recognized sensory systems are
those for vision, auditory (hearing), somatic sensation (touch), gustatory (taste),
olfaction (smell) and vestibular (balance/movement). In short, senses are transducers
from the physical world to the realm of the mind where we interpret the information,
creating our perception of the world around us.
The receptive field is the specific part of the world to which a receptor organ and
receptor cells respond. For instance, the part of the world an eye can see is its receptive
field; the light that each rod or cone can see is its receptive field. Receptive fields have
been identified for the visual system, auditory system and somatosensory system, so
far.24
24 http://en.wikipedia.org/wiki/Sensory_system
INFECTION CONTROL PROCEDURES
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
 All other body fluids, secretions and excretions (except sweat), regardless of
whether they contain visible blood
 Non-intact skin
 Mucous membranes (mouth and eyes)
 Standard precautions also apply to dried blood and other body substances,
including saliva
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.
STANDARD PRECAUTIONS
Standard precautions are a simple, consistent and effective approach to infection

control and their use is essential as the primary strategy for the successful minimisation
of transmission of health care associated infection. The NHMRC states that standard
precautions are essential because:
 Infectious patients may not show any signs or symptoms of infection that
may be detected in a routine history and medical assessment
 A patient’s infectious status is often determined by laboratory tests that may
not be completed in time to provide emergency care
 Patients may be infectious before laboratory tests are positive or symptoms
of disease are recognised (the window period of disease)
 People may be placed at risk of infection from those who are asymptomatic
but infectious
Standard precautions for infection control in health care settings consist of the
following work practices:
 Aseptic technique for all invasive procedures, including appropriate use of

skin disinfectants
 Personal hygiene practices, particularly hand washing and drying before and
after all significant patient contacts
 The use of 70% alcohol-based chlorhexidine (0.5%) hand rub solutions as an
adjunct to handwashing
 Use of personal protective equipment, which may include gloves,
impermeable gowns, plastic aprons, masks/face shields and eye protection
 Appropriate handling and disposal of sharps and other clinical (infectious)
waste
 Appropriate reprocessing of reusable equipment and instruments, including
appropriate use of disinfectants
 Environmental controls, including design and maintenance of premises,
cleaning and spills management including appropriate use of disinfectants
 Appropriate provision of support services such as laundry and food services
HANDWASHING
As you might have noticed in the picture above hand hygiene is first on the list. Hand
hygiene is a major component of standard precautions and one of the most effective
methods to prevent transmission of pathogens associated with healthcare. In addition
to hand hygiene, the use of personal protective equipment should be guided by risk
assessment and the extent of contact anticipated with blood and body fluids, or
pathogens.
 Wash and dry hands after touching blood, body fluids, secretions, excretions
and contaminated items such as equipment or instruments, regardless of
whether gloves are worn or not
 Wash and dry hands immediately after gloves are removed, after significant
patient contact such as contact with or physical examination, emptying
drainage bags, undertaking venepuncture or delivery of an injection or going
to the toilet
 Wash and dry hands following any activities that may transfer
microorganisms to other patients or environments
 Use plain liquid soap for routine hand washing. Antimicrobial liquid soap
solutions are required for invasive procedures and in some situations such as
those patients with VRE and MRSA
 A 70% alcohol-based chlorhexidine (0.5%) hand rub solution may be used as
an adjunct to hand washing and in situations where water is not readily
available
The use of personal protective equipment (PPE) is the next standard precaution that is
designed to protect you and others from exposure to blood and body fluids/substances.
PPE that complies with relevant Australian Standards should be readily available and
accessible in all health services.
GLOVES
 Wear gloves (clean non sterile gloves are adequate) when touching blood,
body fluids, secretions, excretions and contaminated items; put on clean
gloves just before touching mucous membrane and non-intact skin. Sterile
gloves are required for invasive procedures
 Change gloves between tasks and procedures on the same patient after
contact with material that may contain a high concentration of
microorganisms
 Remove gloves promptly after use, before touching non-contaminated items
and environmental surfaces and before going to another patient. Dispose of
gloves in the clinical (infectious) waste or place in a plastic bag and tie before
disposing of it in the general household waste
 Wash and dry hands immediately after removing gloves to avoid transfer of
microorganisms to other patients or environments
GOWNS
 Wear a gown (a clean non-sterile gown is adequate) to protect skin and

prevent soiling of clothing during procedures and patient care activities that
are likely to generate splashing or sprays of blood, body fluids, secretions, or
excretions or cause soiling of clothing
 Select a gown (long- or short –sleeved) that is appropriate for the activity and
the amount of fluid likely to be encountered
 Remove the used gown as promptly as possible using gloved hands, roll up
carefully and place in a linen receptacle for laundering
 Wash and dry hands to avoid transfer of microorganisms to other patients
and environments
MASKS, EYE PROTECTION, FACESHIELDS
Wear a mask and eye protection or a face shield to protect mucous membranes of the
eyes, nose and mouth:
 During procedures and patient-care activities that are likely to generate

splashes or sprays of blood, body fluids, secretions and excretions
 During cleaning activities
Remove the mask by holding the ties only and dispose of the mask into a clinical waste
bin.
Reusable face shields or goggles should be removed carefully and placed in a receptacle
for cleaning.
WATERPROOF APRONS
Wear waterproof aprons when splashes or sprays of blood or body fluids/substances

are likely such as during cleaning activities.
Remove the used apron as promptly as possible using gloved hands, roll up carefully
and place in a clinical waste bin.
ENVIRONMENTAL CONTROL
Ensure that the health service has adequate procedures for the routine care, cleaning,
and disinfection of environmental surfaces, beds, bedrails, bedside equipment, and
other frequently touched surfaces and that these procedures are being followed.
HAND HYGIENE PRACTICES
Hand hygiene is using plain or anti-bacterial soaps and water to wash your hands when
they are visibly soiled followed up by the use of alcohol gel to decontaminate them. If
your hands are not visibly soiled and you are providing health care to a patient, the use
of just alcohol gel is the preferred method.
In all cases, hand hygiene should take place:
 Before and after contact with a client

 Immediately after exposure to blood body fluids or mucous membranes
(even when gloves are worn)
 When moving from contaminated areas to clean areas
 After handling medical equipment and other objects
 After handling chemicals
 After using the toilet
 After blowing nose, coughing or sneezing
 After scratching your skin or rubbing your eyes
 Before and after eating
 After smoking
 When hands are visibly dirty
 After handling garbage
 After touching any surface or object that is frequently touched by others
 Before commencing and when leaving work
Effective handwashing is essential in the prevention of pathogen transmission. The

clinical setting will to an extent determine the type of handwashing performed. For
example, the technique used in an operating theatre will be somewhat more rigorous
than what would be used in a clinic or on a general ward.
Whatever the technique used, the goal is the same the removal of disease-causing
microbes.
The simple act of hand washing is an effective workplace procedure which can limit the
spread of illness and prevent cross contamination, or the spread of microorganisms
from one surface to another.
Handwashing is an effective technique for minimising health risks to yourself, clients,
colleagues and visitors to the facility.
Many contaminants and micro-organisms live on all people and all, effective hand
washing can prevent the build-up and transfer of these contaminants from one surface
to another.
Hand washing involves more than a quick rinse of hands in a sink of water. Hands
should be wash for at least 15 seconds with a combination of soap or hand sanitiser,
agitation or scrubbing, and rinsing under running water, and air or towel drying is
required.
The correct hand washing procedure is:
 Rinse your hands in warm water

 Use a liquid soap or sanitiser
 Scrub arms, wrists, hands, fingers, fingernails - front and back for 15 seconds
 Rinse under warm water
 Dry hands using disposable towel or air dryer25
Below is an example of a handwashing chart common to many healthcare settings.
25 http://hsc.csu.edu.au/hospitality/hosp_240/comp_units/SITXOHS002A/4125/hand_washing.htm
There are also many videos that can be found on the internet that illustrate the
techniques that should be used when washing your hands in a healthcare setting.
ENABLEMENT AND REABLEMENT
ENABLEMENT
Disability and Aged care providers, allied health professionals, researchers and trainers
now have to meet new wellness requirements that focus on ‘enablement’. Basically
what that means is that we as an organisation would not want people requiring home
care support to be disabled by the care they receive: we should provide support that
encourages and assists in enabling people to remain independent and living in the
location of their choice.
REABLEMENT
Reablement involves time-limited interventions that are targeted towards a person’s

specific goal or desired outcome to adapt to some functional loss, or regain confidence
and capacity to resume activities.
Reablement aims to assist people to reach their goals and maximise their independence
and autonomy. Supports could include training in a new skill or relearning a lost skill,
modification to a person’s home environment or having access to equipment or
assistive technology.
SUMMARY
Now that you have completed this unit, you should have the skills and knowledge
required to determine and respond to an individual’s physical personal support needs
and to support activities of daily living.
If you have any questions about this resource, please ask your trainer. They will be only
too happy to assist you when required.
REFERENCES
For more information on The Privacy Act 1988 and the Privacy Principles go to:
http://en.wikipedia.org/wiki/Mental_health Retrieved on 4th January 2014.
http://en.wikipedia.org/wiki/Sensory_system Retrieved on 4th January 2014.
http://water.worldbank.org/shw-resource-guide/promotion/basics-hygiene-
promotion Retrieved on 4th January 2014.
http://wiki.answers.com/Q/Why_is_it_necessary_that_health_workers_have_a_basic_un
derstanding_of_the_fundamental_principles_of_maintaining_a_healthy_body?#slide=1
Retrieved on 4th January 2014.
http://www.answers.com/Q/What_are_the_four_major_systems_of_the_body
http://www.awarenessdepot.com/bycausetype-meheaw.html Retrieved on 4th January

2014.
http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/personal_hygiene
http://www.dhhs.tas.gov.au/peh/immunisation Retrieved on 4th January 2014.
http://www.eastsussexjsna.org.uk/JsnaSiteAspx/media/jsna-
media/documents/comprehensiveneedsassessment/14-Physical_and_sensory.pdf
http://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCg
QFjAA&url=http%3A%2F%2Fscscpe.weebly.com%2Fuploads%2F1%2F7%2F1%2F9%
2F17199118%2Fskeletal_system_worksheet.docx&ei=-
iHwUoTvFOmSiQem_IGQBQ&usg=AFQjCNHCu3n0JM0vcQmxwupSIb3ZadLJEQ&bvm=b
v.60444564,d.aGc Retrieved on 4th January 2014.
http://www.innerbody.com/anatomy/integumentary Retrieved on 4th January 2014.
http://www.innerbody.com/anatomy/respiratory Retrieved on 4th January 2014.
http://www.innerbody.com/image/cardov.html Retrieved on 4th January 2014.
http://www.innerbody.com/image/digeov.html Retrieved on 4th January 2014.
http://www.innerbody.com/image/endoov.html Retrieved on 4th January 2014.
http://www.innerbody.com/image/musfov.html Retrieved on 4th January 2014.
http://www.innerbody.com/image/nervov.html Retrieved on 4th January 2014.
http://www.innerbody.com/image/repfov.html Retrieved on 4th January 2014.
http://www.oaic.gov.au/privacy/privacy-resources/privacy-fact-sheets/other/privacy-
fact-sheet-17-australian-privacy-principles
http://www.princeton.edu/~achaney/tmve/wiki100k/docs/Excretory_system.html
http://www2.organizedwisdom.com/medical/terminology/Domestic-Hygiene
The Australian Carer, Helen Croft (2014). Pearson, Australia

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CHCCCS011 - Meet personal

support needs - Resource

MAJOR BODY SYSTEMS.................................................................................................................................. 60

 CHCCCS011 Meet personal support needs

ABOUT THIS RESOURCE

Throughout your training we are committed to your learning by providing a training

You are going to be assessed for:

Your assessment may be conducted through a combination of the following methods:

 Third Party Report

1.2 Identify requirements outside of scope of own role

1.3 Consider the potential impact that provision of

1.4 Consider specific cultural needs of the person

1.5 Consider specific physical and sensory needs of

1.6 Identify risks associated with the provision of

2.2 Consider and confirm the person’s level of

2.3 Provide the person with information to assist

3.2 Take account of identified risks in the provision of

3.3 Identify and respond to routine difficulties

3.4 Identify changes in the person’s health or personal

3.5 Work with the person and supervisor to identify

3.6 Maintain confidentiality, privacy and dignity of the

4.2 Complete and maintain documentation according

4.3 Store information according to organisation policy

 Safely supported at least 2 individuals by performing the activities outlined in

The candidate must be able to demonstrate essential knowledge required to effectively

 Use of suitable facilities and resources including:

There are no pre-requisites for this unit.

REVIEW INDIVIDUALISED PLAN AND CONFIRM REQUIRED

 People living in a residential care environment

EQUIPMENT, PROCESSES AND AIDS

 Assisting with personal hygiene

ASPECTS OF PROCESSES AND AIDS OUTSIDE SKILLS AND KNOWLEDGE

Some of these may include:

 Catheters - you are responsible for observing for discharge as an indicator of

These emotional responses may include:

A range of health conditions:

Some of the risks you may need to consider include:

DISCUSS AND CONFIRM PERSON’S OWN PREFERENCES FOR

Always seek a client's permission to touch their body in any way.

SAFELY PREPARE FOR EACH TASK AND ADJUST ANY

 Application of prostheses - A prosthesis is an artificial device that replaces a

This can be for a variety of reasons including:

 Personality clash - where you and a client are unable to communicate

PROVIDE SUPPORT OR ASSISTANCE IN THE CONTEXT OF IDENTIFIED RISKS

VARIATIONS ABOUT CLIENT'S HEALTH

Observation of: Changes observed Possible indication of:

Urine  Offensive smell, cloudy, Urinary tract infection (UTI)

Skin  colour Cyanosis (blueness) of the lips and

Cherry redness of the lips and nail

Jaundice (yellow) may indicate

 changes to freckles, moles May be an indicator of skin cancer

 bruising, lacerations May be an indicator of a fall and

Cognitive function  memory loss, forgetting Common indicators of the onset of

Emotional  uncharacteristic angry May indicate some form of abuse

 prolonged sadness, tearful May be indicators of depression or

Faeces Familiarise yourself with the

Pain  verbal expression of pain Where a client is able to identify

Breathing  wheezing, especially on Can be an indicator of a foreign

 large energy output May indicate emphysema or