CHCAGE005 Learner Workbook V 2.0

CHCAGE005
Provide support to people

living with dementia
Learner Workbook
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Instructions to students:
Assessment instructions:
Overview
The purpose of this learner workbook, assessment workbook, simulation diary or logbook is to provide a guide
of instruction and information in relation to the relevant assessment tasks. As a learner, you will be provided
with information relating to your assessment, including how they are to be completed and submitted.
Therefore, it is important that you fully understand the assessment instructions given by your trainer to avoid
issues such as academic misconduct, submitting past the due date and providing incomplete assessments,
which you will be required to resubmit. If you fail to understand or need more clarification on the assessments,
you are required to contact your trainer/assessor for further information.
Assessment Task
The aim of assessments is to test your knowledge, skills and understanding in relation to the topics being
taught within a given course. This will be done by using an assessment criterion which shows what you need to
do to achieve the appropriate level of competency. For the purpose of completing a written assessment, you
are required to:
 Complete each question, including any sub-questions;
 Provide in-depth research on the topic, using appropriate primary and secondary sources;
 Respond using a clear structure (e.g. Introduction, points of argument or fact, conclusion), including
references to the sources used.
All assessments required to be completed are compulsory as it is a required condition of your enrolment.
Assessment requirements
The assessments within this document can be completed through several approaches such as:
 Observation of real, indisputable actions as they occur;
 Written or oral task such as reports, role play, work samples etc;
 Portfolios;
 Questions, or third-party evidence, in which the relevant document (observation document is to be
completed by the agreed third party.
All documents relating the third-party observation is to be provided to your trainer/assessor as this will be
used in determining your level of competency. Third-party evidence can be obtained from supervisors (e.g.,
from the workplace), or clients/customers.
Please be informed that all assessments are to be typed up. Any handwritten assessments will not be
permitted unless approved by the trainer/assessor. You must also comply with assessment policy and
procedures at https://aibtglobal.edu.au/support/student-forms/policies/.
Simulation diary (if required): You will do the simulation tasks as a part of your course in the designated
simulated environment.
During the simulation session, the student is required to meet the following requirements:
 Follow the dress standards -enclosed shoes, appropriate clothing (no shorts or skirts)
 Be aware of relevant procedures in case of accident, emergencies, evacuation
 Follow the start and finish times, breaks, work routines, etc.
 Follow the policies on personal phone calls and personal emails.
 The attendance for simulation sessions will be monitored as per ‘AIBTGlobal’s Monitoring Student
Attendance and Academic Progression policy and procedure.’
 Students should follow the standards of behaviour and comply with ‘AIBTGlobal’s Student Conduct
Rules’.
 Students should come prepared for the planned activities for simulation.
Observation/demonstration/simulation (if required):
You may be required to perform tasks/works/assessments through observations, simulation, or
demonstrations. Your trainer/assessor will provide you with a list of demonstrations, logbooks, simulation
diary or any other related documents for tasks/works/assessments. The observation, simulation or
demonstration can occur in the workplace, or the training environment such as workshop, or simulation labs.
During observation, demonstration or simulation, you will be provided with necessary information (e.g.,
timeframe) and equipment and/or materials to complete the task. You are required to perform the work, task
or assessment in accordance with the required instructions.
Competency outcome
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Upon completing the following assessments, your trainer will either mark the assessment indicating S for
satisfactory or NS for not satisfactory (requires more training). If you, as a learner/trainee, receive satisfactory
marks for all assessments within this module, you will be graded a “C” for ‘Competent’. In vice versa, “NYC” for
‘Not yet Competent’, in which your trainer will provide adequate feedback and give you a chance to resubmit.
If your second submission of assessments is still NS, you may be required to (i) resubmit assessments on the
third attempt or (ii) redo the course unit again, which requires re-enrolment. Please be aware that the third
attempt of resubmission or re-enrolment to the course can result in additional costs/fees.
Assessment appeals process

As a learner, you have a right to appeal a decision or outcome of an assessment if you feel like it was made
unfairly. However, this complaint must first be resolved with the trainer/assessor before lodging an appeal. If
you are still dissatisfied with the outcome, then a written application of the appeal can be made to the course
coordinator, outlining the grounds for the appeal in accordance with the complaints and appeals policy and
procedures at https://aibtglobal.edu.au/support/student-forms/policies/.
Special needs
Learning adjustments can be made for any candidate who has special needs (e.g., a student with a disability).
However, the trainer/assessor must be well informed about this so they can immediately implement the
necessary adjustments and have it ready before commencement.
Additional evidence
If at any event during or after the assessment process, the trainer/assessor requests you to provide additional
information or an alternative submission to establish your level of competency, then you are required to do so.
However, you must do so in a way that avoids any issues of privacy or confidentiality.

Confidentiality
All information provided to us regarding your job, workplace and employer will be kept confidential in
accordance with the relevant law. However, it is your responsibility to check that all information provided to us
does not involve details unrelated or not agreed upon for disclosure. For example, information about your
employer, colleagues and other related third parties who might be involved. Although we may require
information about these other parties, it is your responsibility to check that valid consent has been given from
these individuals before providing us with the requested information. This process of obtaining information
from the relevant parties must also be done in accordance with the relevant law.

Recognised prior learning
Any candidate may apply for credit transfer which they wish to count towards their course credit following the
application and assessment process of the credit transfer policy and procedure.
Academic misconduct
Academic Misconduct includes plagiarism, cheating and/or collusion, or any act or omission by a student which
attempts to circumvent or defeat the integrity of the College’s assessment process. Without limiting the scope
of the definition of academic misconduct, examples of plagiarism, cheating and collusion are provided below:
Plagiarism is defined as taking someone else’s work or ideas and submitting it as their own. This may include
acts such as, but not limited to:
 Copying the direct words of a sentence or paragraph presented in a source, without referencing it or
giving it proper acknowledgement. This also extends to any structure used in completing the assignment;
and
 Submitting the same assignment as another learner who either is currently or has previously
completed it and presenting it as their own work.
Cheating occurs when you behave dishonestly in an attempt to obtain an unfair advantage in any form of
assessment. Examples of cheating include:

 Failing to adhere to examination conditions, for example, speaking or communicating with other
candidates in an examination, bringing unauthorised material into the examination room, reading or
attempting to read other students' answers, leaving the examination or test answer papers exposed to
another student’s view;
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 Impersonating another student or arranging for someone to impersonate a student in any assessment
task;
 Purchasing assessment items from a contract cheating or ghost-writing service and presenting them
as the student’s own work;
 Allowing others to complete any assessment task and/or submit an assessment task which is not the
student’s own work;
 Fraudulent representation of any required documentation, for example, prior qualifications, or
medical certificates.

Collusion is defined where a learner collaborates with another learner currently enrolled or graduated to
produce an assessment which is submitted as their own. This may involve two or more learners working
together to produce the content of an assessment before submission.
Plagiarism, cheating and/or collusion is a behaviour that is strictly prohibited, therefore, prior to completing
your assessment it is advised that you refer to our Academic Misconduct policy and procedure at
https://aibtglobal.edu.au/support/student-forms/policies/ to ensure relevant compliance. If you are found
committing any of these acts, you will be investigated in which the appropriate disciplinary action will be
taken. As a result, it is important that you raise any questions regarding plagiarism, cheating and collusion with
your trainer before submitting the final assessment.
Student Details
Student ID:_____________________________________________________________
Name:_____________________________________________________________
Phone:_____________________________________________________________
Email:_____________________________________________________________

Declaration
I declare that
 The content in this document is my own work, based on my own study and research and no part of it
has been copied from any other source, except where acknowledgement/reference has been made.
 The content in this document is my own work and no part of the work has been copied from any
other student who is currently studying or was graduated from the college.
 I have read and understood all instructions and requirements for the work, task, or assessment that is
assessed by my trainers and/or assessors. The understanding includes the submission date and time.
 I will keep a copy of my submitted work (e.g., logbook, or assessment).
I have read and understood the assessment policy and procedures, and academic misconduct policy and
procedures:
 I will perform my work to the best of my ability.
 I will not commit academic misconduct stated in academic misconduct policy and procedures.
Academic misconduct behaviour may result in ‘not competent’ result of the unit of competency.
 I understand if I receive not satisfactory for my work/assessment/task, it will result in not competent
result for the unit of competency. This can result in work/assessment/task resubmission and re-enrolment
of the unit of competency which can incur additional costs/fees to me.
 I understand that any assessment/task/work deemed unsatisfactory will require me to undergo
reassessment which may be different to the one originally submitted.
 I give permission for my assessment/task/work to be reproduced, communicated, compared, and
archived for the purposes of detecting academic misconduct and to fulfil any related College’s policy and
procedures
 I am aware that if I disagree with the assessment/task/work result, I have the right to appeal the
result. I will follow the complaints and appeals policy and procedures at
https://aibtglobal.edu.au/support/student-forms/policies/.
 I take full responsibility for the correct submission of this assessment/task/work in the required
place/channel with the correct cover sheet.

Student Signature: ____________________________________________________________
Date: _____________________________________________________________

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ONLY If assessment/task/work is required to be completed as part of a group or in pairs, details of the
learners involved should be provided below:
If you are NOT instructed to complete the assessment, work, or task in a group or in pairs, you or any other
student will NOT fill or sign this section below and MUST NOT work in a group or in pairs. Failure to comply
will result in not satisfactory result of required work, assessment, or task.
The content of this work/task/assessment is completed by the students named below. All students
acknowledge that the assessment, work, or task must be completed by everyone’s equal contribution and in
accordance with the requirements. All students declare that no part of this assessment, task, or work is taken
from or completed by any other student. If the assessment, work, or task cites or paraphrases information
from other sources, reference and acknowledgement of those sources must be provided.

Student 1:
Student ID: ____________________________________________________________
Student Name: ____________________________________________________________
Student 2:
Student ID: ____________________________________________________________
Student Name: ____________________________________________________________
Student 3:
Student ID: ____________________________________________________________
Student Name: ____________________________________________________________
Student 4:
Student ID: ____________________________________________________________
Student Name: ____________________________________________________________
Date: ___________________
Table of Contents
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Activities...........................................................................................................................................6
Activity 1A......................................................................................................................................7
Activity 1B......................................................................................................................................7
Activity 1C......................................................................................................................................8
Activity 1D...................................................................................................................................10
Activity 2A....................................................................................................................................11
Activity 2B....................................................................................................................................12
Activity 2C....................................................................................................................................13
Activity 3A....................................................................................................................................14
Activity 3B....................................................................................................................................15
Activity 3C....................................................................................................................................16
Activity 3D...................................................................................................................................17
Activity 1A to 3D checklist – for assessor.....................................................................................18
Activity 4A....................................................................................................................................19
Activity 4B....................................................................................................................................20
Activity 4C....................................................................................................................................21
Activity 4D...................................................................................................................................22
Activity 5A....................................................................................................................................23
Activity 5B....................................................................................................................................24
Activity 6A....................................................................................................................................25
Activity 6B....................................................................................................................................26
Activity 3A to 6B checklist – for assessor.....................................................................................27
Summative Assessments................................................................................................................27
Knowledge Activity (Q & A)..........................................................................................................28
Summative Assessments: Knowledge Activity (Q & A) checklist..................................................29
Performance Activity...................................................................................................................30
Summative Assessments: Performance Activity checklist...........................................................30
Supplementary Oral Questions (optional) – for assessor................................................................31
Competency record to be completed by assessor...........................................................................34
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Activities
Activity 1A
Estimated Time 15 Minutes
Objective To provide you with an opportunity to apply person-centred care approaches
to all interactions with the person living with dementia.
Activity Describe the person-centred approach including what Brooker’s (2007)
acronym VIPS stands for.
Activity 1B
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Objective To provide you with an opportunity to interpret individualised plan and
familiarise self with the specific needs and wants of the person living with
dementia.
Activity 1. What can you find out from an individualised plan or care plan? (Give
examples of the kind of information available).
2. Give some examples of how you could help someone with dementia
maintain a good quality of life.
Activity 1C
Objective To provide you with an opportunity to identify and address person’s needs for
a stable and familiar environment.
Activity 1. Why is it important to maintain a stable environment for people with
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dementia?
2. How can you address this in a residential environment?
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Activity 1D
Objective To provide you with an opportunity to recognise signs consistent with
financial, physical or emotional abuse or neglect of the person and report to
an appropriate person.
Activity 1. How would you respond if you witnessed or knew an older person's rights
were being violated?
2. Define elderly abuse. How can it be identified? What are your

organisation's guidelines for responding to elderly abuse cases?
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Activity 2A
Objective To provide you with an opportunity to use verbal and non verbal
communication strategies to maximise engagement of the person with
dementia.
Activity What is active/empathic listening and how can it be used to help care for
people with dementia?
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Activity 2B
Objective To provide you with an opportunity to gain cooperation and provide
reassurance as appropriate by using reality orientation.
Activity Create a plan for reality orientation session. Detail what skills it aims to
develop and who needs to be involved, as well as materials required.
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Activity 2C
Objective To provide you with an opportunity to use a range of validation strategies to
relieve distress and agitation in the person.
Activity Write a role play for validation therapy between a dementia patient and a
carer (different to the one outlined in the unit).
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Activity 3A
Objective To provide you with an opportunity to organise activities which aim to
maintain independence, using familiar routines and existing skills.
Activity 1. Create a list of ten suitable activities for someone who has limited
mobility, dementia and lives in a residential care home.
2. List at least two activities that can be used to bring back pleasurable
memories to a client.
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Activity 3B
Objective To provide you with an opportunity to ensure the safety and comfort of the
person balanced with autonomy and risk taking.
Activity What are some of the common risks associated with dementia patients?
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Activity 3C
Objective To provide you with an opportunity to access information about the person’s
reminiscences and routines with family and carers.
Activity What information can you gather from family carers and significant others to
help meet the care needs of dementia patients?
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Activity 3D
Objective To provide you with an opportunity to provide support and guidance to
family, carers and/or significant others where appropriate.
Activity 1. What kinds of problems can affect carers, family or significant others?
2. How can you help to address these?
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Activity 1A to 3D checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner? (Please circle)
Has sufficient evidence and information been provided by the learner for the Yes No
activity? (Please circle)
The learner’s
Not yet satisfactory Satisfactory
performance was:
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
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Activity 4A
Objective To provide you with an opportunity to implement strategies which minimise
the impact of behaviours of concern.
Activity 1. What behaviours are of a concern for those with dementia?
2. What situations can be responsible for behaviours of concern?
3. How should you not react to behaviour of concern?
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Activity 4B
Objective To provide you with an opportunity to contribute to team discussions on
support planning and review.
Activity What types of matters might you discuss at a team discussion for someone
with dementia? Create a draft agenda for such a meeting.
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Activity 4C
Objective To provide you with an opportunity to take action to minimise the likelihood
of and reduce the impact of behaviours on the person and others.
Activity Outline five psychosocial strategies and their methodology.
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Activity 4D
Objective To provide you with an opportunity to evaluate implemented strategies with
support planning team to ensure effectiveness in minimising behaviours.
Activity 1. In an event sample observation, what information should you record?
2. What is the ABC method for analysing behaviour?
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Activity 5A
Objective To provide you with an opportunity to comply with the organisation’s
reporting requirements, including reporting observations to supervisor.
Activity What are your organisation’s reporting requirements for both written and
verbal reports?
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Activity 5B
Objective To provide you with an opportunity to complete, maintain and store
documentation according to organisation policy and protocols.
Activity 1. How can you complete and maintain documentation?
2. How can you make records identifiable?
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Activity 6A
Objective To provide you with an opportunity to monitor own stress level in relation to
working with people with dementia.
Activity What are the ten signs of stress in caregivers and how can you manage them?
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Activity 6B
Objective To provide you with an opportunity to use appropriate self care strategies
and seek support if required.
Activity What self-care strategies could you employ to minimise the development of
stress and manage any that surfaces?
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Activity 3A to 6B checklist – for assessor
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
The learner’s
performance was:
Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge and
performance, as required to show competency in this unit. These activities should be completed
after finishing the Learner Guide. You should complete these as stated below and as instructed by
your trainer/assessor.
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Knowledge Activity (Q & A)
Objective: To provide you with an opportunity to show you have the required knowledge for this
unit.
Answer each question in as much detail as possible, considering your organisational requirements
for each one.
All answers will vary depending on the learner and the organisation they work for but the learner
should be able to answer each question competently.
1. List all of the different manifestations of dementia.
2. Describe dementia as a progressive neurological condition and the pathological features of

amyloid plaques, neurofibrillary tangles and the loss of connection between cells and cell
death.
3. What are the common indicators and symptoms of dementia?
4. Explain the different behaviours of concern.
5. What kind of impact can the disease have on the patient and their family?
6. What are the principles of person-centred support?
7. What are some activities that enhance a person’s self-esteem and help to bring pleasure to a
patient’s life?
8. Explain the need for and list the different types of verbal and non-verbal communications
strategies.
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Summative Assessments: Knowledge Activity (Q & A) checklist
performance as relevant to the summative assessment. Indicate in the table below if the learner is
deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
The learner’s
performance was:
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Performance Activity
Objective: To provide you with an opportunity to demonstrate the required performance
elements for this unit.
Where applicable, a signed observation by either an approved third party or the assessor will need
to be included in these activities as proof of completion.
This activity will enable you to demonstrate the following performance evidence:
 Provided support to 2 different people living with dementia:
o using a person-centred approach to support

o using appropriate communication strategies
o assisting in implementing a range of suitable activities that meet the
person’s needs
Answer the activity in as much detail as possible, considering your organisational requirements.
All activity answers will vary depending on the learner and the organisation they work for but the
learner should be able to demonstrate their competency in the unit requirements.
1. Explain in 2 scenarios how will you provide support for TWO different people living with
dementia in a residential home setting.
 The learner must implement a person-centred approach to support throughout both

sessions with each person.
 The learner needs to use appropriate communication strategies for each patient. As each
person is different, a tailored communication approach will be required.
 The learner should also assist the care team in implementing a range of suitable activities
for each patient. All activities will meet the person’s unique needs.
Summative Assessments: Performance Activity checklist

performance as relevant to the summative assessment. Indicate in the table below if the learner is
deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required
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Supplementary Oral Questions (optional) – for assessor
The below table is for you to document any supplementary verbal questions you have asked the
learner to determine their competency. For example, if you are unsure of their answer to a question
in the Learner Workbook, you may choose to ask them a supplementary question to clarify their
understanding of the relevant criteria.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date of assessment
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
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Question:
Learner answer:
Question:
Learner answer:
Question:
Learner answer:
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Feedback for the learner
I have read, understood, and am satisfied with the feedback provided by the assessor.
Learner’s name
Assessor’s name
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CHCAGE005

Provide support to people

Assessment appeals process

2. How can you address this in a residential environment?

2. Define elderly abuse. How can it be identified? What are your

2. How can you help to address these?

If not yet satisfactory, date for reassessment:

2. What situations can be responsible for behaviours of concern?

3. How should you not react to behaviour of concern?

2. What is the ABC method for analysing behaviour?

2. How can you make records identifiable?

If not yet satisfactory, date for reassessment:

1. List all of the different manifestations of dementia.

2. Describe dementia as a progressive neurological condition and the pathological features of

3. What are the common indicators and symptoms of dementia?

4. Explain the different behaviours of concern.

6. What are the principles of person-centred support?

If not yet satisfactory, date for reassessment:

 Provided support to 2 different people living with dementia:

o using a person-centred approach to support

 The learner must implement a person-centred approach to support throughout both

Summative Assessments: Performance Activity checklist

Assessor judgement: Satisfactory Not Satisfactory

Assessor judgement: Satisfactory Not Satisfactory

Assessor judgement: Satisfactory Not Satisfactory

Assessor judgement: Satisfactory Not Satisfactory

Assessor judgement: Satisfactory Not Satisfactory

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