CHCCCS011

Meet personal support needs

Learner Workbook
 Table of Contents
Table of Contents.............................................................................................................................2
Instructions to students:.............................................................................................................5
Assessment instructions...............................................................................................................5
Assessment Task...........................................................................................................................5
Assessment requirements............................................................................................................5
Competency outcome...................................................................................................................6
Assessment appeals process.........................................................................................................7
Special needs.................................................................................................................................7
Additional evidence......................................................................................................................7
Confidentiality...............................................................................................................................7
Academic misconduct...................................................................................................................7
Activities.........................................................................................................................................11
Activity 1A....................................................................................................................................11
Activity 1B....................................................................................................................................12
Activity 1C....................................................................................................................................13
Activity 1D...................................................................................................................................15
Activity 1E....................................................................................................................................17
Activity 1F....................................................................................................................................19
Activity 2A....................................................................................................................................21
Activity 1A to 2C checklist – for assessor.....................................................................................25
Activity 3A....................................................................................................................................26
Activity 3B....................................................................................................................................28
Activity 3C....................................................................................................................................30
Activity 3D...................................................................................................................................32
Activity 3E....................................................................................................................................33
Activity 3F....................................................................................................................................35
Activity 4A....................................................................................................................................37
Activity 4B....................................................................................................................................39
Activity 4C....................................................................................................................................41
Activity 3A to 4C checklist – for assessor.....................................................................................43
Summative Assessments................................................................................................................44
Supplementary Oral Questions (optional) – for assessor................................................................46

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Page 3 of 27
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.

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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

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

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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:

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  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;
 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.

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Student Details

Student ID: 0000017124

Name: JENIFER TOGA TUIKORO

Phone: 0414129197

Email: 0000017124@aibtglobal.edu.au

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: JTUIKORO

Date: 01/02/2023

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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 Signature: ____________________________________________________________

Student 2:

Student ID: ____________________________________________________________

Student Name: ____________________________________________________________

Student Signature: ____________________________________________________________

Student 3:

Student ID: ____________________________________________________________

Student Name: ____________________________________________________________

Student Signature: ____________________________________________________________

Student 4:

Student ID: ____________________________________________________________

Student Name: ____________________________________________________________

Student Signature: ____________________________________________________________

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Activities
Activity 1A
PC 1.1 Review individualised plan and confirm required equipment, processes and aids

Choose three aspects of care provision that are subject to personal preference, and ask the client
for their input on each, covering several areas of the chosen categories.

You may refer to chapter 1.1 of the unit for ideas.

SHOWERING
 Client might prefer to have a same gender care worker to bathe them.
 Time allocation: Some clients might prefer to have their showers in the afternoon, instead of
in the morning.
MEALS
 Some clients have dietary requirements, or food preferences e.g. vegetarian, halal, etc,
therefore their meals must be suitable to their preferences.
 Some need assistance in feeding, specialized utensils, etc.
DRESSING
 Client chooses what clothes to wear
 Choose what care worker, (e.g., female or male) to help them in dressing, etc.

Activity 1B
PC 1.2 Identify requirements outside of scope of own role and seek support from relevant people.

1. Give an example of how you could confirm personal support requirements with a client.
To get to know the preference and requirements of the clients, using questionnaire’s, having
interviews with the client, client’s family could help you know your more and their support
requirements.

Identify an aspect of personal care and list the questions you could ask the client and the
choices they may have.

SHOWERING.
 If they prefer a male or female care worker to assist them to shower.
 If they want to close the curtains, doors for their privacy when showering.
 If they prefer to use soap or liquid body wash.

2. Identify a process that you are not qualified or trained to do.

ADMINISTER INJECTIONS/ MEDICATION

What are the worst-case-scenario consequences for:

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  You?
Can lose your job, (fired, terminated).
Could get into trouble with the law, and held accountable for injuries, death, etc.

 The client(s)?
Can cause serious harm and injury to the client.
Could become infected and can sometimes lead to death.

 The organisation?
Could have lawsuits filed by the clients.
Breach of Contract- will be investigated, fined etc by authorities.

Identify a piece of equipment that you are not qualified or trained to use.

VENTILATOR MACHINE.

What are the worst-case-scenario consequences for:

 You?
Can lose your job, (fired, terminated).
Could get into trouble with the law, and held accountable for injuries, death, etc.

 The client(s)?
Can cause serious harm and injury to the client.
Could become infected and can sometimes lead to death.

 The organisation?
Could have lawsuits filed by the clients.
Breach of Contract- will be investigated, fined etc by authorities.

Activity 1C
PC 1.3 Consider the potential impact that provision of personal support may have on the person and
confirm with supervisor.

Identify an aspect of support that could be provided to a client.

Support in showering.

Describe how this could have a negative impact on the client and the repercussions of this.
Client might feel ashamed, embarrassed if a care worker who is not of the same gender showers
them. This can cause the client to become withdrawn, get angry on care workers, etc.

Describe how this could have a positive impact on the client and the benefits they could gain.
Client will be happy to receive help, have good communication with the care workers. If client is
happy, they would be easier to be around, and the environment would be peaceful and in harmony.

Activity 1D

PC 1.4 Consider specific cultural needs of the person.

Identify a cultural group.

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ABORIGINAL PEOPLE

For each of these headings, write what their requirements are or may be, including what they may
need, their preferences and things that may be unacceptable to them.

 How you act and conduct yourself around them.

Having eye contact can be considered disrespectful
Some prefer to be addressed by their titles, especially elders.
 How you speak and communicate with them
Majority of Aboriginal people have difficulty with English speaking as its their second
language, therefore use simple terms, use signs, show pictures, etc to help communicating
with them easier.
 How you provide their care
Some prefer same gender to provide their care.
 What care you can provide
Can help them in basic tasks, e.g., showering, feeding, etc.
 What you can feed them
Aboriginal people have special links with certain foods which are called their totems. These
people may be forbidden to kill and eat their totems, except perhaps in special ceremonies.
 Participation in religious or cultural activities.
Aboriginal people have their own culture and tradition that they need to attend. Some could
include deaths, marriages, mourning periods, etc.

Activity 1E
PC 1.5 Consider specific physical and sensory needs of the person.

1. Identify three aspects of daily life a client could struggle with and recommend equipment or
other aids that could assist them.
 Showering- hand rails, shower chair, etc.
 Mobility- wheelchair, wheeled walker, crutches, etc.
 Cooking- specialized kitchen utensils, ready-made meals, etc.

2. Choose one aspect of the list of daily tasks in 1.5 of the Learner guide, and write a step-by-step
guide to a specific task, noting any variables or potential issues.

Example: Continence aids > using incontinence pants.

Showering
 To shower a client, these steps are to be followed:
 First, collect all showering items, such as sponge, body wash, soap, towel, etc
 Second, guide the client into the bathroom and close the doors, windows to allow complete
privacy to the client.
 Third, undress the client (if they are unable to do so), set the appropriate water temperature
and start to wash the client.
 Fourth, allow the client to wash some parts of themselves, (if they are able to do so), and
make sure to wash every area of their body, especially skin folds, etc.

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  Lastly, guide the client out of the shower, making sure to keep a sure grip on them to avoid
them from slipping and getting hurt. Dry the client thoroughly, apply lotion, deodorant, etc
and help the client in grooming themselves.

Activity 1F

PC 1.6 Identify risks associated with the provision of support and confirm with supervisor.

Identify an aspect of care provision that you could provide to a client.

Help in showering the client.

 Identify the potential risks to the client.

Emotional abuse, such as caregiver teasing client about their body, making them feel
embarrassed, etc. Risk of injury, e.g. client could fall in the shower, slip, etc.

 Identify the potential risk to the caregiver.

Client could refuse help and verbally or physically hurt the caregiver. Caregiver could get
muscle strains from manual tasks, etc.

Activity 2A

PC 2.1 Discuss and confirm person’s own preferences for personal support in a positive way.

1. Identify ten example preferences a client may have relating to their care.
 Shaving.
 Showering.
 Grooming.
 Dressing.
 Physical Activity.
 Mobility.
 Toileting.
 Shopping.
 Oral Hygiene.
 House Decoration.

For each:

 How would you identify this information?

By reading their care plan.
Asking the client directly.
Observing the client and documenting it.

 How would you confirm it?

Asking the Supervisor.
Confirming it with the client, or their family members.
Repeating what you say to the client, to double confirm it, especially if they have
hearing problems, cannot understand English well, etc.

 How would you record it?

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 Making personal notes.
Write in in the client’s progress note.
Make appropriate changes to their care plan, only if its necessary.

2. Write an example of a procedure using the framework given in chapter 2.1:

 Explaining what the procedure is

 Explaining why the client needs it
 Explaining what will happen during the procedure
 Asking if the client has any preferences
 Answering clients’ questions and addressing their concerns
 Confirm that the client understands and that they are happy.

Choose any procedure and include aspects you would cover to ensure that the client was fully
informed and can confirm the plans.
Showering
Before showering the client, you must first prepare

Activity 2B

PC 2.2 Consider and confirm the person’s level of participation in meeting their personal support
needs.

Explain how you would determine and confirm the client’s level of participation in meeting their
own personal care needs?

Clients’ participation could be determined and confirmed in the following ways:

 Active participation in decision making- This can be confirmed by the client making choices
in situations that directly affects their care and well-being.
 Having a need for independence and working towards their independence- This can be
confirmed when clients are getting only the help they need. For e.g., if a client can shower
by themselves, the care worker could let them do so (However, the care worker must be
close-by to supervise and in any case of emergency, e.g. if the client accidentally slips, etc).
 Care plan- clients must be offered choices on how they prefer to be cared for, what their
choice preferences are, etc. The client is involved and participate in how they want their
care plan to be carried out.

Activity 2C

PC 2.3 Provide the person with information to assist them in meeting their own personal support
needs.

Identify three different types of information a client may need to help them meet their own care
needs.
 Discussions with family members, therapist, counsellors, etc.
 Reports from doctors, nurses, etc.
 Leaflets, magazines, etc.

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Where would you source each from?
 From advertisements e.g. if client has mobility difficulties, there could be advertisements
about selling and buying second hand wheelchairs (for clients with financial difficulties, etc.)
 Care plan.
 Noticeboard from the residential care.
 Medical Needs: Registered Nurse in the age care facility can provide information.

Activity 1A to 2C 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 JENIFER TOGA TUIKORO

Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment 01/02/2023
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:

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 Learner’s signature
Jtuikoro
Assessor’s signature

Activity 3A
PC 3.1 Safely prepare for each task and adjust any equipment, aids and appliances.

Identify a process, aid or appliance that could be used when caring for a client.

Lifting machine/ hoist

List the safe-use specifications and for each, suggest a negative consequence of failing to use the
equipment safely.

Safe use

 Staff safety training of using the machine- without proper training of staff, failure to use the
machine correctly could result in injury to the client, carer could have muscle strains, etc.

 Check weight capacity of the machine- checking weight capacity and safe-testing the
machine could prevent risks of injury to the client.

 Read the user manual- every equipment comes with its use manual, which states safety
procedures, how to use the machine, etc. Without proper reading of the manual, staff
become unaware of possible dangers that might occur to the client, client might experience
discomfort, etc.

Activity 3B

PC 3.2 Take account of identified risks in the provision of personal support and technical support
activities.

1. Identify:

 Three risks associated with clients

 Three risks associated with environmental hazards.

For each item, suggest an appropriate control measure you could take.

Three risks associated with clients:

 Risk of abuse- in cases of clients being abused, either physically, emotionally, mentally, etc,
we must report them to the supervisor, or appropriate agencies.

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  Self-harm- we must seek appropriate help for the client, e.g. therapist, health counsellors,
etc.
 Changes in health status- we must seek help from health professionals for them to help the
client.

Three risks associated with environmental hazards:

 Slippery floors, steps, etc- when mopping, etc, we must ensure to put a wet sign to inform
others to be careful and can help prevent injuries.
 Poor house maintenance- we must help the client clean and tidy their houses, to prevent
them from accidentally falling, prevent injuries and infections.
 Poor ventilation- proper ventilation helps to control the household temperature, and helps
reduce the risk of mould, condensation, etc.

2. Choose one of the following:

 Catheter care (not including insertion or removal of tubes)

 Application of prostheses
 Application of anti-thrombotic stockings
 Assistance with breathing tubes (under direct supervision of a health professional)
 Simple eye care.

And explain:

 Why the client may need this support

Sight is one of your most important senses: 80% of what we perceive happens through
our sense of sight. By protecting and caring for your eyes, you reduce the chances of
blindness and vision loss while avoiding the development of eye diseases like cataracts
and glaucoma. Clients may need support with their eye care, especially if they have
shaky hands, have trouble with using their hands, arm paralysis, etc.

 How you would provide it.

Limit screen time- too much exposure to electronic devices could damage your eyes,
therefore, limit clients screen time.
When applying eye drops, get prior training, to avoid injuries. If possible, ask for an
experienced persons help, e.g., registered nurse, etc.

Activity 3C
PC 3.3 Identify and respond to routine difficulties during support routines, and report more complex
problems to supervisor.

Identify your own example, in the style of the examples given in chapter 3.3 of the unit, of how
you could identify an issue providing care. Explain how you could consult with the client and the
supervisor to resolve the issue.

Assistance during mealtimes.

A client has difficulty in feeding herself, she has shaky hands, etc, therefore she needs assistance in
being fed, that is, spoon-fed. She’s refusing being spoon-fed as she feels embarrassed to be seen
taken care of like that. The matter has been brought up to the supervisor, and it has been decided
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that specialized utensils, feeding bibs, etc be provided to the client to help her feel more
independent when feeding herself.

Activity 3D
PC 3.4 Identify changes in the person’s health or personal support requirements and report to
supervisor.

1. Give an explanation of how you could identify a variation in the personal care requirements of
a client and report it appropriately.
A client used to cook her own meals; she did not need help from care workers regarding meal times.
However, recently the care worker has noticed numerous burns on her hands, cuts, etc. Turns out,
the client has recently developed tremors in her hands, and therefore she keeps injuring herself. This
matter was than reported in her progress note, and changes was made to her care plan to cater for
the new development in her life.

2. Select three health concerns from the list in chapter 3.4. How would you identify each one?
Next, suggest two more changes of your own that may be a cause for concern and explain how
you would identify each one.
 Changes in behaviour- sudden mood changes in the client.
 Sensory loss- hearing, sight issues.
 New developments- appearance of new diseases, sickness, etc.
 Abuse- client flinches from touch, appears withdrawn, had depression, etc.
 Difficulties in client doing stuff- sometimes a client can do stuff on their own, without help
from care workers, however, sometimes they would find difficulty in doing a task they had
no problem doing on their own, therefore we must be observant to identify such concerns.

3. How exactly would you report a concern to a supervisor?

How would you do it? Written/verbally?

It depends on the report, if it is a report that needs immediate decisions, is a life-threatening
concern, it is advisable to immediately seek your supervisor and report the concern verbally.
However, if it’s a report that is not of immediate concern, it can be sent by emails, letters, etc
(written).

Who is the supervisor?

The supervisor is the person in charge/ person who has authority in the Residential Care.

Do you need any forms or similar?

Progress note/ Complaints form/ Incident form.

What is the process?

E.g.: Complaints form: When a client has a complaint, he/she first needs to fill a complaints
form. They must specify the details of the event, the date, time of event and any other necessary
information. The form is than sent to the supervisor to process and take appropriate measures
to resolve the issue.

Activity 3E
PC 3.5 Work with the person and supervisor to identify required changes to processes and aids.
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Identify a possible change that could be made to a process or aid used in your workplace. Suggest
three ways in which you could identify this particular need.

Clients used to eat by themselves, however, now they need help.

This can be identified through:
 Observation- when you are observing the client, you would than notice them having
difficulties in feeding, this can either be identified by them dropping their food, food stains
on their clothes, etc.
 client asking you for help- most client that have difficulties in doing something would
approach you and ask for help.
 You ask clients-sometimes during conversations with clients, you could ask them if they are
having any difficulties they are facing and if they need any aid or help.

Activity 3F

PC 3.6 Maintain confidentiality, privacy and dignity of the person.

Give three examples of how you can contribute to and implement the following for clients:

 Privacy
Knocking before entering the clients’ rooms.

 Dignity
Being patient with the client and treating them with respect as a human being.

 Confidentiality
Ensuring all private and sensitive information of the client is not being shared with others
without prior consent of the client.

Activity 4A

PC 4.1 Comply with the organisation’s reporting requirements, including reporting observations to
supervisor.

Outline your organisation’s reporting requirements. If there are different requirements for
different types of report, outline the different requirements.
 Incident report- this is for reporting any injury that has occurred, it details the time, date of
incident and a summary of events leading up to the accident.
 Progress note- this is a form that has a timely description of what the clients has done,
including all events of the day.
 Complaint form- in cases of clients being unhappy with how their care is being carried out,
cases of abuse, etc, this form is used to report those cases.

Activity 4B
PC 4.2 Complete and maintain documentation according to organisation policy and protocols.

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1. Complete a piece of paperwork to organisation standard. You can do this on company forms (if
provided) or by writing something in the accepted style (font, border, headers, etc.).

2. How can you maintain documentation in a manner consistent with reporting requirements?
What are your organisation’s specification regarding this?

Documents, whether stored electronically, in filing systems, etc must be recorded and stored in
appropriate folders. For example, all documentation regarding a client must be kept together in
a folder. This helps saves time, especially if you are trying to fin details regarding a client.
However, some documents are confidential and can be used for blackmail, etc, therefore they
must be disposed of properly (either shredded, etc) to protect confidentiality.

Activity 4C
PC 4.3 Store information according to organisation policy and protocols.

Identify as many different types of filing system used in your workplace as you can. What are they
for?
 Electronic filing system- used to store folders, store forms, etc.
 Cabinets- used to store folders, files, etc.
 Desk drawers- used to store important files, confidential files, etc.

Activity 3A to 4C 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 JENIFER TOGA TUIKORO

Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment 01/02/2023
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:

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 Learner’s signature
Jtuikoro
Assessor’s signature

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.

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.

1. Provide two client scenarios (150 words each) that each present a different context for the
provision of personal support and the impact on how these contexts would affect the way
your organisation would provide services.

2. What are the roles and responsibilities of personal support providers and workers?
Generally, individual carers or personal caregivers are responsible for: Caring for individuals and
families during times of illness and recovery. Personal care such as bed care, bathing, and dressing
of the client. Planning and preparing meals. aged care workers support older people by helping them
with everyday activities and personal tasks. This often includes helping with eating, showering,
getting dressed, tidying up and cleaning. Aged caregivers can work from their clients' homes or from
a care facility. They are responsible to:

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  take reasonable care of their own health and safety
 have reasonable regard for the health and safety of others.
 Follow all reasonable instructions, policies, and procedures provided by your employer,
company, or workplace leader.

3. What are the two concepts of enablement and re-ablement?

 Enablement means to be done "with" rather than "for" the individual to enhance autonomy
and/or independence. Also described as a new way of restoring and promoting the
independence of older people, aiming to develop strengths and goals, with the goal of
promoting greater independence and, if possible, less dependency on services. Some
examples of post-doctoral care include: a personalized and specific exercise plan, easy-living
equipment (e.g., shower chair, large-handled cutlery, cane, signs, etc)
 Reablement is the process of rehabilitating people so that they can regain some or all their
independence. Rehabilitation programs involve a variety of daily tasks, such as:  Climbing
stairs, washing, and dressing as well as preparing and cooking meals. It encourages clients to
develop the confidence and skills to undertake these activities themselves in order to
continue living at home.

4. How are the legal and ethical requirements related to the provision of personal support
applied in an organisation?

The points should include: privacy, duty of care, work health and safety.

5. Identify the basics of:

 Body hygiene
Cleaning your body every day.
Applying lotion, deodorant.
Wearing clean clothes.

 Grooming
Combing your hair.
Shaving.

 Oral hygiene
Brushing your teeth twice a day.
Avoid eating snacks such as lollies, chocolate regularly.

 Human body system

Eating healthy foods.
Exercising regularly.
Drinking lots of water for hydration.

6. What are the personal safety risks associated with provision of personal support and what
strategies can be used to minimise those risks?

 Manual tasks- can cause muscle strains, injuries, etc. we must avoid lifting heavy objects, use
specialized equipment’s such as bed lifter, wheelchairs, etc to minimize risk.
 Environmental risk- slippery, uneven floors can cause severe injuries. To avoid this, do house
checks, put wet signs on slippery surfaces, etc to prevent this from happening.

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  Infections- some clients have infectious diseases that can be spread through contact,
therefore wear gloves, masks, etc to protect yourself.

7. Identify at least THREE items of equipment or aids required to assist in providing support and
outline how they can be used safely.
 Wheelchair- helps in mobility
When using wheelchairs, wear a seat belt for added safety.
Keep all the wheels of the wheelchair on the ground and use the wheel locks when needed.
 Shower chair- to help in showering the client.
Make sure the chair is stable and has good suction on the legs, to avoid it from moving when
the client is sitting on it.
 Ramps- to assist in mobility.
The most important factor to consider is the degree of incline, it must be appropriate for the
home’s layout and mobility ability.
There should be handrails available to avoid slipping, etc.
The weight limits must be checked before using ramps.

8. Describe (in no more than 250 words each) TWO techniques for completing physical support
routines.

9. What are your organisation’s infection control procedures?

Infection prevention and control uses a risk management approach to minimize or prevent
transmission of infection. Some practices include:
 Hand hygiene before and after each patient contact
 The use of personal protective equipment, which may include gloves, impervious gowns,
plastic aprons, masks, face shields and eye protection
 safe use and disposal of sharps objects e.g. needles, etc.
 the use of "no-touch" aseptic techniques for all invasive procedures, including the
appropriate use of skin disinfectants
 routine environmental cleaning
 waste management
 respiratory hygiene and cough etiquette
 proper handling of laundry.

10. What are your organisation’s reporting technologies and what does following correct
procedure ensure?
Reporting technologies in elderly care helps to improve the quality of patient care and clinical
outcome reporting. New technologies such as smart home monitoring systems and wearable
location systems are helping to reduce human error in healthcare delivery, transforming the
healthcare environment and achieving better and safer care, especially for the elderly. Health
information technology (hardware and software) has become essential for collecting, storing,
retrieving, and sharing patient information and data. This aspect has improved communication
between the patient and the caregiver and helped medical professionals in decision-
making. Approximately 90% of residential care home beds now use digital information systems to
manage medication regimens, clinical information, and general resident administration. Correct
procedures ensures that there are accurate reports, transparency, timely reports and builds long-
term relationships with customers.

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Summative Assessments: Section B checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
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 JENIFER TOGA TUIKORO

Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment 01/02/2023
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
Jtuikoro
Assessor’s signature
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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:

Assessor judgement: Satisfactory Not Satisfactory

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Question:

Learner answer:

Assessor judgement: Satisfactory Not Satisfactory

Question:

Learner answer:

Assessor judgement: Satisfactory Not Satisfactory

Question:

Learner answer:

Assessor judgement: Satisfactory Not Satisfactory

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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

Learner’s signature

Assessor’s name

Assessor’s signature

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